This study aims to determine the levels of twenty-first century learner and teacher skills use of teacher candidates studying in Northern Cyprus. It also aims to determine the relationship between the teacher candidates' levels of using their learner and teacher skills. The study employs a quantitative methodology, a single survey model with a correlational survey model are employed and a causal-comparative research approach is adopted. A total of 1048 teacher candidates from three different universities participated in the study. The teacher candidates' level of using twenty-first century learner and teacher skills was found to be generally high. The results obtained from the study revealed that gender made a significant difference in terms of teacher candidates' use levels of cognitive, autonomous, administrative, techno-pedagogical, affirmative, and generative skills. In a similar line, the results revealed that the institutions in which the teacher candidates were studying affected their usage levels of cognitive skills, autonomous, collaboration and flexibility skills, innovativeness, administrative, techno-pedagogical, flexible teaching skills and generative skills. Whether the teacher candidates had completed the teaching practice course also made a significant difference in their usage levels of cognitive skills, collaborative and flexibility skills as well as their use of generative skills. In the study, a moderate, positive, and significant relationship was found between the teacher candidates' levels of using their learner and teacher skills.