The present study discusses the findings from a research that was conducted involving fourteen teachers in a primary school. In the study, the teachers' classroom practices of teaching and learning science were observed and analysed. The data gathering procedures included 23 classroom observations and analysed by means of qualitative data analysis. The results did not allow a general correspondence to be established between teachers' understanding about teaching and learning science and the central values of science teaching. The implications of the research for in-service training are discussed. (Contains 1 table.)