A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers [chi][superscript 2] (1, N = 67) = 5.39, p less than 0.05, deaf teachers were more familiar than hearing teachers with the ASL/English Bilingual Star School program ([chi][superscript 2] (1, N = 67) = 8.49, p less than 0.01). Deaf teachers participated more in the Star Schools training compared to hearing teachers ([chi][superscript 2] (1, N = 67) = 14.15, p less than 0.001). Deaf teachers compared to hearing teachers were more likely to use the bilingual strategy, translanguaging than hearing teachers ([chi][superscript 2] (1, N = 67) = 4.54, p less than 0.05). Hearing teachers used the computer more often in the classroom than deaf teachers ([chi][superscript 2] (1, N = 67) = 4.65, p less than 0.01). Hearing teachers had their students use the computer more regularly than deaf teachers ([chi][superscript 2] (1, N = 67) = 11.49, p less than 0.01). Teachers who worked in residential schools compared to working in public schools attended more state department of education science workshops [chi][superscript 2] (1, N = 67) = 6.83, p less than 0.01, attended national or state science meetings [chi][superscript 2] (1, N = 67) = 7.96, p less than 0.01, were familiar with the Star Schools program [chi][superscript 2] (1, N=67) = 13.23, p less than 0.01, and participated more in Star Schools programs [chi][superscript 2] (1, N = 67) = 15.96, p less than 0.01. Compared to hearing teachers, the deaf teachers used web-based science materials ([chi][superscript 2] (1, N = 67) = 4.65, p less than 0.01), used codeswitching [chi][superscript 2] (1, N = 67) = 10.78, p less than 0.001, used concurrent translation [chi][superscript 2] (1, N = 67) = 11.30, p less than 0.001, used the Cummins BICS model [chi][superscript 2] (1, N = 67) = 5.71, p less than 0.01, and used problem based learning [chi][superscript 2] (1, N = 67) = 4.14, p less than 0.01. Survey response revealed that science teachers in the elementary school lacked training in science, used technology infrequently and did not have access to in-service science workshops. Recommendations are made to provide higher quality science preparation at the pre-service and in-service levels. More research was also suggested to investigate the use of bilingual strategies in the teaching of science as many of the deaf teachers reported they used these strategies often. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]