The study set out to assess the needs of Nigerian science teachers, which the teachers believe are militating against their desired productivity. It seeks to find out the special needs and wants of science teachers in trying to discharge their duties well, and to find out the underlying relationship among these specials needs and wants. Six hundred teachers of biology, integrated science, chemistry, physics, mathematics and agricultural science were selected across the states in the south-west geopolitical zone of Nigeria. A Questionnaire for Science Teachers (QST) was designed for the study. It consisted of a twenty-eight-item Likert-type scale. Face validity and content validity of 0.69 was estimated for QST based on peer-review assessment and pilot testing respectively. Using a test-retest rank difference technique, a Spearman's reliability of 0.84 was arrived at for QST. The questionnaire responses were later analysed using the varimax rotation method of factor analysis. Nineteen items out of the twenty-eight items had an eigen value of more than 0.30 and these were retained as meaningful factors. Six factors emerged from nineteen items. Names were suggested for the emerging factors. Going by the magnitudes and directions of the factor loadings coupled with complexity of factor, the six emerging factors were arranged in order of importance as follows: necessity of a science teachers' allowance, opportunity for maximum productivity and liberty to decide on classroom organisation, curriculum and instruction. Others are parent-teacher involvement in students' evaluation and advancement; work input as one of the criteria of promotion and the need to boost science teachers' financial status.