This study examined the use of 21st-century learners and teacher skills by pre-service teachers required in classrooms in the 21st-century, particularly in new normal modalities. The goal was to identify the connection between learners' and pre-service teachers' teaching abilities in the 21st century. Since they are all significant in this sense, the attributes and skills of 21st-century learners and teacher skills have been studied. Research questions were thus answered using a single research survey model. The correlation method was used to assess the association between the use of 21st-century learners and teaching skills. Meanwhile, to determine the results' accuracy and veracity, the researcher used statistical tools to analyze and interpret the data collected. Frequency Count and Percentage Methodology was used to define the portrayal of respondents based on their particular levels. Pearson Product Moment Correlation was used to assess if there was a significant correlation between the usage of 21st-century learners and pre-service teachers' instructional abilities. The results revealed that there are a significant and positive correlations between 21st-century learner skills and 21st-century teacher skills. This finding reflects the fact that as the use of 21st-century learner skills by pre-service teachers increased, their use of teacher skills in the 21st century increased as well, and as the use of 21st-century learner skills decreased, their use of teacher skills in the 21st century also decreased.