The aim of this study is to investigate the level to which teachers implement the content of knowledge economy from their point of view and whether this  implementation varies depending on the variables: years of experience and scientific qualification. The sample consisted of (800) teachers were randomly selected from the public schools affiliated to the ministry of education in Jordan. To achieve the aim of the study, the researchers used a questionnaire that included (33) items. The results of the study showed that the level of implement of the content of knowledge economy at public schools was intermediate with a mean of (3.576). Also, the results of the study revealed significant differences (α=0.05) between the means of the teacher's point of view due to the variables of: years of experience and scientific qualification. In the light of these results, the study suggested some recommendations.