Recently, there has been renewed interest of countries to reform their curriculum in order to promote 21st century skills among learners. It is expected too, that subject syllabi should align with the curriculum in promoting such skills. However, most studies in the field of religious studies in Lesotho have not focused on the extent to which this subject contributes to the promotion of 21st century skills and that prompted the present study. Qualitative Content Analysis was employed to determine the extent to which religious studies syllabus promotes 21st century skills. Document Analysis was used to analyze aims of the syllabus to establish different skills which are promoted by each aim. The findings indicated that religious studies syllabus aims differ in terms of the degree at which they promote 21st century skills. It also appeared that learning and innovation skills are predominantly promoted by the syllabus aims. However, the syllabus’ aims seem to shrink from promoting technological skills. As a result, the following suggestions were made; first, the curriculum developers should emphasize all skills equivalently. Additionally, curriculum developers should restructure the curriculum to promote technological skills.