The research aims to identify the effectiveness of a suggested strategy in the light of the context approach to develop lifelong learning skills and engagement in science learning among general diploma students at the College of Education, The researcher prepared the research tools represented in the lifelong learning skills test and the scale of involvement in science learning, and the experimental method was used. Semi-experimental design with two equal groups, a control group (taught by the lecture method), and their number was (36) students, and an experimental group (taught using the proposed strategy in light of the contextual Approach) numbered (35) students with a general diploma in education, specializing in science and agriculture, and the following results were reached: 1- There are statistically significant differences between the mean scores of the experimental and control groups in the post application of the lifelong learning skills test as a whole and for each skill separately in favor of the experimental group. 2- There are statistically significant differences between the mean scores of the students of the experimental and control groups in the post application of the scale of engagement in learning science as a whole and for each dimension separately in favor of the experimental group. 3- There is a positive correlation between the mean scores of the experimental group students in the lifelong learning skills test and the scale of engagement in science learning. Keywords: Suggested strategy in light of context-based approach, lifelong learning skills, engagement in science learning.