The first (exploratory) phase of the Learning in Science Project (Primary)--LISP(P)--focused on science teaching/learning in New Zealand primary schools. Previous information about science teaching/learning was obtained from interviews with children, teachers, principals, science advisers, teachers' college lecturers, and inspectors. To gain additional insights, observations and audiotape recordings were made of six science lessons taught by four experienced teachers; about 90 students aged 5- to 11-years-old were observed during approximately 3 hours of science instruction. The intent is not to give an entirely balanced view of good or bad learning, but rather to clarify difficulties in teaching and learning science. Results are presented and discussed in two sections. The first section focuses on six issues relating to teachers teaching science, such as teacher-centered lessons and teachers assuming that students' meanings for words were correct. The second section, which focuses on children learning science, examines issues related to children's: questions, communicating ideas, changing ideas, understanding things, answering strategies for teachers' questions, and strategies when doing activities. One conclusion noted (which supports previous data) is that teachers perceive their role in primary science teaching as one of transmitting knowledge to children. (JN)