21st Century Skills, including critical thinking, collaboration, communication, creativity and innovation, self-direction, global and local connections, and using technology as tools for learning, are considered essential for success in the workplace by employers. To meet these career needs, many universities use a variety of instructional methods to develop these skills in their students and provide professional development for faculty to integrate newer teaching strategies for students' preparedness with 2st Century Skills (Hixson, Ravitz, & Whisman, 2012; Koehler, Mishra, & Yahya, 2007). However, few studies to date have explored the instructional practices used to develop these skills, nor the instructors' perceptions of their teaching practices related to these skills. The purpose of this study was to investigate the extent to which instructors attempted to develop students' 21st Century Skills in class settings (Attempt), believed students developed those skills in their classes (Belief), and felt they effectively assessed these skills in their students (Assessment). As an exploratory study, the multiple regression statistical analysis results revealed that all three aspects of faculty perceived attempt, belief, and assessment could, in combination, significantly predict faculty frequency of teaching for students' 21st Century Skills. The study also discusses the reliability of a newly developed questionnaire for this purpose, related limitations, and provides suggestions for future study.