The current study aimed to design a training program based on the Next Generation Science Standards (NGSS) to investigate its effectiveness in developing the scientific and engineering practices of eighth-grade science teachers, their perceptions of the applicability of these practices, and the impact on the development of crosscutting concepts among female students in the eighth grade. To achieve its objectives and answer its questions, the current study used a mixed method by applying an explanatory sequential design. The design used a quasi-experimental design with two groups. The study sample consisted of two groups: the female science teachers’ category, which included (28) female teachers, who were divided into two groups: experimental, which consisted of (14) female teachers, and a control group, which consisted of (14) female teachers. The female student’s category included (860) female students, and this category was divided into two groups: an experimental group consisting of (413) female students taught by the teachers of the experimental group, and a control group consisting of (447) female students taught by the teachers of the control group. To achieve the objectives of the study, the researcher prepared educational material represented in a training program based on the NGSS standards along with four tools that were prepared for the current study: A scientific and engineering practices observation card, and a questionnaire measuring the perceptions of science teachers of the applicability of these practices as it was designed based on the theory of planned behavior. A focus group interview card for teachers, the questions of which were designed from the questionnaire statements, and a test measuring the crosscutting concepts in science for female students. The researcher extracted validity and reliability indicators of these tools were extracted using appropriate methods and found to be acceptable for the purposes of the current study To answer the study questions and test the hypotheses related to them, the independent sample t-test, multiple analysis of variance (MANOVA), and multiple associated analysis of variance (MANCOVA) were used. The results showed that there were statistically significant differences in favor of the group parameters. Experimental group teachers in all eight scientific and engineering practices, and a moderate positive intention in their perceptions of these teachers towards the application of these practices, where the reaching an average of (1.97). The results showed that there were statistically significant differences in favor of the female student teachers of the experimental group in the crosscutting concepts test in the post-application attributed to the training program. In light of these results, this current study presented several recommendations, the most important of which are: Adopting the training program guide based on the Next Generation Science Standards (NGSS), including the knowledge, skills, and steps to apply these standards in sustainable professional development programs for science teachers, whether centralized or decentralized. It also drew the attention of officials and curriculum designers to the necessity of including the dimensions of the Next Generation Science Standards (NGSS) in the curricula. The current study also suggested conducting further studies to investigate the effectiveness of training programs based on Next Generation Science Standards (NGSS) on other variables related to the teachers and students.