The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by insufficient teaching materials and ultimately teacher beliefs. This paper explores how we can address these issues, at secondary school level, through the promotion of the use of a pedagogical model designed to support the teaching of 21C skills and an associated approach to teacher professional development (PD). Using a comparative methodology two research questions are addressed.