As 21st century education increasingly requires preservice teachers to develop advanced cognitive and metacognitive competencies, understanding the patterns of association related to these competencies has become an important concern in teacher education research. A review of the literature revealed an absence of studies examining the associations among multiple intelligences, higher order thinking self-efficacy, and 21st century learner skills. Therefore, this study aimed to examine the structural associations among preservice science teachers' multiple intelligences, higher order thinking self-efficacy, and 21st century learner skills through SEM path analysis. A correlational research design was employed with a sample of 334 preservice science teachers from T & uuml;rkiye. According to the findings, bodily-kinesthetic, interpersonal, naturalistic, and intrapersonal intelligences were directly associated with at least two dimensions of 21st century learner skills. Additionally, statistically significant indirect associations were observed among selected multiple intelligence domains, higher order thinking self-efficacy, and 21st century learner skills within the hypothesized model. These results should be interpreted as statistical associations within a theoretically specified, cross-sectional model rather than as evidence of causal effects. Education programs may consider integrated instructional approaches that address multiple intelligence domains and higher order thinking self-efficacy in efforts to support preservice teachers' 21st century learner skills.