The purposes of this research were 1) to study the components and indicators of learning skills in the 21st century of the students, 2) to study the current conditions, desirable conditions and the need for learning skills development in the 21st century of the students, and 3) to develop strategies for the 21st learning skills development of students in schools under the Office of the Basic Education Commission. The samples consisted of 426 administrators and teachers. The instrument was a 5 level rating scale questionnaire with IOC values between 0.80-1.00 with confidence equal to 0.98. The statistics used were percentage, frequency, mean, standard deviation, modified priority need index (PNI[subscript modified]) and matrix analysis. The research results were as follows: 1) Components and indicators of learning skills in the 21st century of the students. There were 3 main components: (1) Learning and innovation skills consisted of 3 sub-components 19 indicators (2) Life and work skills consisted of 5 sub-components 38 indicators (3) Information skills in media, technology consisted of 3 sub-components 28 indicators; 2) Current conditions of the 21st century of the students, in the overall and each aspect were at medium level. In desirable condition, in overall and each aspect were at high level. The priority needs for skills development were life-skills and work, learning skills and innovation, information skills media and technology; 3) Strategies for 21st learning skills development of students in schools under the Office of the Basic Education Commission consisted of the 1st strategy: Speed up the development of life and career skills to keep up with the changes. There were 4 goals, 11 measures, and 14 successful indicators. The 2nd strategy: Continuous learning skills and innovation development included 3 goals, 10 measures, 11 successful indicators. The 3rd strategy: Promote, develop of information skills, media and technology to be up to date included 3 goals, 10 measures, 10 successful indicators.