This study aimed to find out the degree to which science teachers in North Al Sharqiyah Governorate possess the skills of the twenty-first-century in light of "TPACK" model from their point of view. Through the analysis of the educational literature related to the subject, the researcher prepared a list of " twenty-first-century skills in the light of TPACK model that the science teacher should have". Accordingly, the questionnaire was developed, which consisted of the seven knowledge dimensions of the "TPACK" framework: content knowledge, technological knowledge, pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, content pedagogical knowledge, and technological pedagogical content knowledge, including (48) items in its final form after verifying its validity and reliability, where the Cronbach's alpha coefficient reached (0.97). The random sample for the study consisted of (165) science teachers in the four majors: physics, chemistry, biology and the second field. The results of the study revealed that teachers had all seven skills dimensions to a large extent. The skills related to the technological pedagogical knowledge ranked first, while the skills pertaining to the technological knowledge were rated last. The results of the study also indicated that there were statistically significant differences in the level to which teachers possess the skills of the twenty-first century in the light of "TPACK" framework due to the gender and in favor of males in all seven dimensions. Moreover, there were no statistically significant differences based on the specialization. There were statistically significant differences in teachers' possession of pedagogical skills, pedagogical and content skills due to years of experience for the benefit of experienced teachers in both dimensions. The study concluded with several recommendations, including the implementation of training programs that aim to raise teachers' confidence in their technological knowledge and abilities.