The forthcoming Next Generation Science Standards (NGSS) aim to reshape K-12 science education, but making the vision a reality will require changes throughout the education system. What teachers ultimately do in the classroom depends on a host of factors, including state and district policies, school structures and supports, preservice preparation, inservice learning opportunities, parent/community expectations, and availability of instructional resources, among others. This conference paper shares results about the current status of elementary science education from the 2012 National Survey of Science and Mathematics Education, which gathered data from a nationally representative sample of schools and teachers of science about many of these factors. The paper focuses on topics such as school and district policies to support science instruction, teacher attributes (e.g., experience, college preparation), teacher beliefs about teaching and learning, instructional resources, professional development opportunities, and instructional practices. Results from an analysis of how these factors predict teachers' instructional practices are also included.