This research is a comprehensive mixed-methods study that aims to examine in depth the correlations between science teachers' research literacy, socio-scientific reasoning, and problem-solving skills. The quantitative phase of the research was conducted using a descriptive survey method, while the qualitative phase employed a case study design. The study population consists of science teachers working in the central districts of Konya, and Türkiye. For sample selection, stratified and random sampling techniques were used for the quantitative data, and purposive sampling techniques were applied for the qualitative data. Confirmatory factor analysis and reliability analyses were conducted using the three different measurement tools used in the study. A semi-structured interview form was utilized to collect qualitative data. The quantitative findings revealed that research literacy and socio-scientific reasoning skills significantly and positively predict problem-solving skills. The qualitative findings indicated that these skills mutually reinforce each other, enhancing students' scientific and analytical thinking capacities and enabling them to develop creative solutions to real-life problems. In this context, the evidence presented indicates that educational policies should focus on fostering these skills through a comprehensive approach, with greater emphasis on integrating innovative methods into science curricula.