This study investigated the degree of practicing soft skills by science teachers using the descriptive approach. To achieve the study's objective, an observation card was developed. It was used to monitor three lessons for each subject (n=60) science teachers, who were distributed into six groups according to work experience and educational qualification, in the Directorate of Education of Bani Kinanah District in Irbid Governorate. The results showed that science teachers practice soft skills such as communication, problem-solving, negotiation, planning and time management, teamwork, leadership, and critical thinking to a high degree, with an explained variance (9.13%), on all dimensions of the observation card. However, the results also indicated statistically significant differences ([alpha] = 0.05) between the arithmetic means of the teaching practices of soft skills among science teachers resulting from the different levels of educational qualification and teaching experience. Thus, teachers with educational qualifications typically practice soft skills to a greater extent with an average level of (14.48%) than their peers without educational degrees. Teachers with advanced experience are more likely to exercise soft skills with an average level of (11.73%) than their counterparts with medium and simple experience. Therefore, the study recommended including soft skills practice as a university course, endorsing it in universities, and continuous training for science teachers on teaching practices for soft skills through training courses and workshops.