The objective of this research was to develop a model for enhancing beginning teacher competencies on Learning Management in the 21st Century under the Secondary Education Service Area Office, District 31. The research consists of 3 phases. In phase 1, a study of beginning teacher competencies’ composition on Learning Management in the 21st Century was conducted from Related document and literature by interviewing 9 experts who synthesize the competency as beginning teacher. In a phase 2, a survey of current conditions, desirable conditions and essential needs for enhancement of beginning teacher competencies’ composition on Learning Management in the 21st Century was conducted from 314 respondents, namely, school administrators, teachers, beginning teachers via using a simple random sampling method. The data were analyzed by frequency, percentage, mean, standard deviation, PNIModified value, and T-Score. In phase 3, making the model for enhancement of beginning teacher competencies on Learning Management in the 21st Century was determined 4 modules to present 9 experts who assess suitability. The research results revealed that: 1. the beginning teacher competencies’ composition on Learning Management in the 21st Century. The first composition: the learner and learning consist of indicative behavior, development of learner’s learning, the difference in learning, learning environment respectively. The second composition: the content consists of indicative behavior, content knowledge, knowledge application. The third composition: teaching and learning guidelines consists of indicative behavior, evaluation, learning and teaching plans. and learning and teaching strategy. The fourth composition: professional responsibility consists of the following behaviors: professional learning, ethical practice, leadership and collaboration. 2. The current condition of the enhancement of beginning teacher competencies on learning management in the 21st century overall was a desirable condition from high level ( = 3.05). The beginning teacher competencies’ need the most was the learner and learning (PNI =0.33) and at least was teaching and learning (PNI = 0.30). 3. The enhancement of beginning teacher competencies on learning management in the 21st century was determined 4 modules was checked up on the accuracy, suitable, possibility and usefulness from the highest level ( = 4.56).