This study aims to investigate the 21st century skills use of university students. The study was designed in a relational survey model. The study group consisted of 244 undergraduate students studying in different departments of an educational faculty of a state university in Turkey and determined by a random sampling method. The data in the study were collected via "21st century learner scale" developed by Orhan Goksun & Kurt (2017) and analyzed with the help of parametric tests and discussed based on the variables such as gender, grade level, department, and academic achievement. Some of the findings are as follows: The students generally apply cognitive and innovation skills; but sometimes autonomous and collaboration/flexibility skills. Female students have higher cognitive skills, which makes a significant difference from male students. On the other hand, there is no gender-based significant difference in terms of other skills. Considering department-based differences, there is only one significant difference in favor of the students at the classroom-teaching department in the collaboration and flexibility dimension. The analyses considering the class level shows the higher the grade level is, the higher level of 21st century skills the students have. Lastly, there is a linear relationship between skill scores and the academic achievement scores of the students. Based on the results of the study, it can be suggested that effective teaching/learning methods in gaining 21st century skills be determined/applied. In addition, necessary precautions should be made to enable students to gain autonomous and innovative skills as well as collaboration and flexibility skills, especially in curriculum development studies in the context of higher education.