The study aimed to investigate how the knowledge, understanding and skills of secondary science teachers in SC relate to their capacity to deliberately integrate World Class Skills (WCS) into their science classroom instruction through effective planning and pedagogical choices. The study employs the Partnership for 21 Century Learning framework to establish WCS and Desimone's effective professional learning framework to assess if the teacher's learning experiences align with the skills, knowledge, and understanding related to the topic. In the study, previously validated tools were used to collect data and define variables through a non-experimental quantitative design. These variables were measured through a quantitative survey and then statistically analyzed to identify correlations. Findings show teachers need to strengthen their understanding and skills to plan WCS. The study's findings demonstrate that teachers have not been provided appropriately designed professional learning to support the inclusion of these skills at the level that is mandated by South Carolina law. Numerous countries recognize the connection between changes in the workforce and the need for these skills in schools. In the absence of a student assessment that reports the acquisition of these skills, measuring educator knowledge, understanding, and planning for these skills is necessary and essential to determine if students are learning these skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]