This research aimed to evaluate the level of readiness to teach science in the light of the life and career skills among undergraduate students at the Faculty of Education, King Khalid University. To achieve this goal, a descriptive analytical approach was used. A list readiness to teach science was prepared in the light of life and career skills, and in the light of this list, a cognitive test, an observation card, and attitudes scale were prepared to asses readiness to teach science in its three aspects, cognitive, behavioral, and emotional. The sample of the research consisted of (42) students enrolled in the field training courses at the sixth, seventh and eighth levels. Research tools were applied during the second semester of the academic year 1440/1441 AH. The results of the research revealed that the cognitive aspect, the behavioral aspect, the emotional aspect of the readiness to teach, and the total readiness to teach science in the light of life and career skills came at intermediate levels. As the percentages of these levels, respectively, reached (61.24%), (71.86%), (63.65%), (61.26%) of the overall performance, and that these levels are statistically significantly less than the required level which educationally determined by (80%) of the overall performance. The results also revealed that there were no statistically significant differences at the level (0.05) between the degree of readiness to teach science in light of life and career skills of the research sample according to the academic level. The research ended with a set of recommendations and proposals closely related to the results of the research.