In the changing educational realm, there is a high demand for pre-service teachers to develop 21st-century skills. These essential skills are composed of the 4C's, which are creativity, collaboration, critical thinking, and communication. This study aims to assess the pre-service teachers' self-perceived 21st-century skills. A quantitative descriptive research design was utilized to garner data from 41 participants via Google Forms. The applied statistics include descriptive techniques such as mean and standard deviation, Pearson’s r correlation, and exploratory factor analysis (EFA), using SPSS version. 27. The findings revealed that preservice educators agreed that they acquire these competencies for 21st-century skills that display moderate to high levels. Among the four domains, collaboration achieved the highest overall mean (M = 3.59, SD = 0.39), indicating high-level interpersonal skills, respect for diverse perspectives, and receptivity to feedback. Creativity (M = 3.29, SD = 0.42) and communication (M = 3.27, SD = 0.49) were perceived positively for idea creation, adaptive communication, and goal organizing. On the other hand, critical thinking has the lowest level of mean rating (M = 3.06, SD = 0.33), with potential in inquiry and information gathering. The correlation analysis reveals significant relationships between the four components of 21st century skills, indicating that these correlations are highly unlikely to have occurred by chance. Also based on the EFA analysis, critical thinking (71.56%) and collaboration (14.29%) are the major factors in explaining 21st-century skills for pre-service teachers. The findings from this study imply that pre-service teachers exhibit readiness in collaborative and adaptive domains, but there is a need to strengthen analytical skills and structured reasoning skills. These results provide an empirical basis for developing targeted intervention programs to enhance critical thinking, clarity of communication, and creative problem-solving competencies. These professional education interventions would support improvement in teacher preparation programs and strengthen alignment with Sustainable Development Goal (SDG) 4 about Quality Education. This promotes inclusive and skills-equipped education for the active participation of the future workforce in the current and future society.