This study investigated the influence of teachers' self-concept and chemistry students' acquisition of science process skills in Ikom Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, one null hypothesis was postulated to direct the study. An ex-post facto research design was adopted for the study. The targeted population consisted of all Chemistry students in Ikom Education Zone. A sample of three hundred (300) respondents was randomly selected through a stratified random sampling technique. Two instruments were formulated entitled "Teachers' Self-concept Questionnaire (TSQ) and Science Process Skills Acquisition in Chemistry (SPSKC), and was validated by experts from the faculties of Science Education and Educational Foundations, University of Calabar. Cronbach's Alpha Reliability Coefficient was used to test the internal consistency of (TSQ) = 0.76 and 0.87. Kuder Richardson formula 20 (KR-20) was used to test the process skills at the estimate of 0.72. One-way Analysis of Variance (ANOVA) was used for data analysis at 0.05 level of significance with relative degrees of freedom. The result of the findings indicate that teachers' self-concept, significantly influenced chemistry students' acquisition of science process skills in Ikom Education Zone of Cross River State. It was recommended that stakeholders in the educational sector should organize workshops for the training and re-training of teachers to enhanced the understanding of self-concept in their teaching profession that would stimulate the acquisition of science process skills among students.