This study aimed to investigate obstacles that prevent implementation of science curriculum which was developed within the Education Reform for the Knowledge Economy project (ErfKE). To achieve this, a purposeful sample consisted of four teachers of science for the basic stage in the town located in the north of Jordan in the first semester of the academic year 2012-2013 was selected. An open-ended questions questionnaire, and semi-structured interview were conducted. Data was analyzed by qualitative analysis method. Results showed five categories of obstacles; some related to the teacher, to the students, to the curriculum of Science, to the difficulty of science materials' supply and others related to the laboratory.