This study examines classroom teachers’ perceptions of the extent to which the updated Science Curriculum within the Türkiye Century Education Model (TYMM) supports the development of 21st-century skills. We used Q methodology to capture teachers’ subjective viewpoints. Thirty-nine classroom teachers working in Kırşehir ranked 32 statements representing key 21st-century skills through a Q sort procedure. Factor analysis yielded three distinct perspectives, accounting for 60% of the total variance. Overall, teachers appraised the TYMM curriculum positively, especially for promoting collaboration, inquiry-oriented learning, and problem-solving. At the same time, they perceived the curriculum as less supportive in areas such as digital content creation, entrepreneurship, and flexibility. Teachers also pointed to implementation barriers, including limited technological infrastructure, insufficient instructional materials, and gaps in teachers’ digital literacy. Finally, by leveraging Q methodology’s capacity for multidimensional analysis, the study offers an original, teacher-centred account of how 21st-century skills are framed and perceived in curriculum work. The findings may inform education policy decisions, the design of teacher education and professional learning, and ongoing curriculum development.

Keywords: 21st-century skills, Classroom teachers’ perceptions, Q methodology, Science curriculum, Türkiye Century Education Model (TYMM)