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The purpose of this study was to identify the degree to which secondary school students in Jordan possess digital citizenship skills and to identify the extent of statistically significant differences attributed to variables: gender, family monthly income, education system. The researcher used the descriptive survey analysis approach to conduct the study; the study tool (A test) was prepared consisting of (52) items and they were classified according to the nine elements of digital citizenship as follows: digital literacy, digital etiquette, digital laws, digital health and wellness, digital access, digital communications, digital security, digital commerce, digital rights and responsibilities. After verifying the test validity and reliability, it was distributed to the study sample consisting of (456) male and female students, they were chosen by the stratified randomized method. The study found that the degree to which secondary school students in Jordan possessed digital citizenship skills was medium, and the results of the study showed statistically significant differences attributed to the gender and for the benefit of females, and the results indicated that there were statistically significant differences attributed to the income and for the benefit of students who belong to families whose monthly income exceeds 1250 Dinars, and the results indicated that there were statistically significant differences attributed to the education system and for the benefit of students in the international system. The study recommended the introduction of a digital citizenship curriculum in schools and endorsing it within the educational plans and paths.