The study aimed to find out the extent to which the skills of the 21st century are contained in the science book for the fourth grade, and the extent to which the science teachers possess these  skills in Ramallah and Al Bireh governorate. The aim was to identify the effect of some variables such as gender, type of school, years of service and specialization. Descriptive  approach was used in this study. To achieve this, a questionnaire was constructed consisting of three areas: (learning and innovation skills, information technology and media skills, life and profession skills). The questionnaire consisted of (48) items that were tested for reliability and stability, and then distributed to a stratified random sample of (103) male and female teachers. After data were collected, encoded, entered into the computer using the SPSS program , the hypotheses of the study were examined .                                         

    The study found that the skills of the 21st century were generally available in the science book for the fourth grade to a medium percentage that reached 30.90% .As for the extent to which the teachers of science for the fourth grade in the governorate of Ramallah and Al-Bireh possessed the skills of  the twenty-first century, it was very large with the total percentage of  81.79% regarding teachers' responses to all the items in all fields . In regard to the ranking of fields, life and profession skills ranked first with a percentage of 86.04%, followed by learning and innovation skills in the second place with a percentage of 83.19%. The field of information technology and the media ranked third with a percentage (76.14%). The results  of examining the hypotheses indicated that there is a statistically significant difference in the degree to which teachers possess 21st century skills due to the gender variable in favor of female teachers, while there are no statistically significant differences in the degree of teachers possessing 21st century skills due to variables of school type, years of service and teacher specialization.                       

    In light of these results, the researcher recommended the need to develop criteria for building the science curriculum for the fourth grade, which includes the skills of the twenty-first century  in a systematic way to achieve integration, focusing on including information technology skills and media in the book because of their importance in acquiring the rest of the skill