The purpose of this study was to examine the views of secondary school science teachers regarding the inclusion of socio-scientific issues (SSI) in the curriculum, and the factors that may facilitate or impede their inclusion. A survey administered to 130 science teachers of different background and experiences. The findings revealed that science teachers had positive views on the inclusion of SSI in the curriculum. Participants identified resources, teaching strategies, and knowledge as factors that facilitated the inclusion of SSI in the curriculum. Factors that could impede the inclusion of SSI in the curriculum included the need to implement teaching strategies based on actual socio-scientific issues, students' lack of maturity, and cultural influences that might limit participation levels. There were statistically significance differences between the views of science teachers who had prior knowledge of SSI, and the SSI content provided in the professional development programs attended. Science teachers' prior knowledge and professional development programs attended have also affected their views about the factors that facilitate or impede the inclusion of SSI in the curriculum. The findings were discussed in the context of science education research and how science teachers might adapt the science curriculum to effectively incorporate SSI.