For each person, it is essential to learn new skills. Thus, this study aims to determine how primary school (K-12) teachers practiced “future skills” in the classroom and how they thought those skills could be improved. This study employed a questionnaire and semistructured interviews to collect quantitative and qualitative data from a sample of 329 male and female teachers in the Wadi Al-Dawasir school district. This study found that teachers practiced future skills frequently, and there was a significant difference in some skills based on years of education but no such differences based on gender or specialization. The interviews revealed that teachers used curricular and extracurricular activities to integrate various methods—most notably cooperative learning, problem solving, critical thinking, mind mapping, technology, and independent courses—to develop their students’ future skills. This study has Nemours implications that was discussed at the end of this study.