One of the main issues in the higher education system is improving the competence of teachers at the National University of Skills. In this regard, the aim of the present study is to present a model for improving the professional competence of teachers at the National University of Skills. The present study was formed using the grounded theory method and interviews. The statistical population includes experts and teachers working at the National University of Skills. Using the snowball technique, 19 people were selected as experts. The results of the interview coding were categorized into six categories: causal conditions, intervening conditions, drivers, pivotal conditions, context, and consequences. Causal conditions include changing teaching methods, student-teacher relationships, teamwork, career growth orientation, change management, effective management, technology characteristics, university policies, and teachers’ needs. Intervening conditions include teaching ability and lesson strategies. The action strategy includes professional competence, competence in skills, teaching knowledge, knowledge and awareness, professional ethics, professional knowledge, strategic thinking, effective leadership, and personal effectiveness. The context and background include teaching competence and expertise. The outcomes include creativity and innovation, technical skill, specialized knowledge, professional competence, teacher performance, teaching competence, effective teaching, competence management, and professional credibility.