The present studies objective was to determine the digital level capabilities of primary school teachers and their relation with certain sociodemographic factors. The focus was quantitative and a cross-sectional survey design for two or more groups was used. The sample was non-probabilistic and included 88 fifth and sixth grade teachers from 32 schools from Cd. Obregón and Navojoa, Sonora. The results showed that 65.9% of the teachers, were perceived at a intermediate level of their digital skills. That in the Operation and Concepts of ICT, the set of teachers was placed at an expert level with an average of 4.33 (0.64). While in the Communication and Collaboration, they were perceived at the level without the use of the ICT, an average of 1.78 (0.59). On their part, the test t of Student revealed significant differences between the digital skill variable and its factors: Operation and Concept of the ICT, Communication and Collaboration, and Critical Thinking and Information Management, with the contrasting variables: daily hours that the teacher destines to the use of the computer/tablet to support their subjects, weekly hours that the teacher destines to the use of the computer/tablet in the classroom to support their subjects and related training with the use of the ICT. Finally, the results are discussed as well as their possible implications.