This study aimed to find out the degree of possession of mathematics teachers in northeastern province for 21st century skills. It also provided those concerned with a list of the most important skills of the twenty-first century, and to know the developmental aspects of mathematics teachers in the North Eastern Province in terms of their possession of the skills of the twenty-first century, which helps in developing training plans. To achieve this, the educational literature on the subject has been analyzed and a questionnaire has been prepared containing (69) paragraphs of the skills of the twenty-first century, which have been confirmed to be true and stable. The questionnaires were classified into four sections: modern technical skills, participatory skills, effective communication skills, and creative thinking skills. the study sample was consisting of 96 teachers and (126) teachers of mathematics in northeastern schools. It was also processed statistically using averages, standard deviations and T-test. The study reached a set of results. One of the most important result was that the mathematics teachers have the highly skills of effective communication. on the other hand, they possess medium modern technical skills. Among the important results are that there are no statistically significant differences to the degree to which math teachers possess 21st century skills due tothe gender variable (male - female), but there are statistically significant differences to the degree that mathematics teachers have the skills of the twenty-first century due to the variable of teaching experience (less than 10 years - more than 10 years), and academic qualification (Bachelor – Master). The study recommended several recommendations, the most important of which is the inclusion of 21st century skills in mathematics curriculum. The study also suggested conducting a study on the degree of inclusion of 21st century skills in mathematics curriculum in the Sultanate of Oman.