The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to the classroom teacher. The intent in presenting these comments/observations is not primarily to provide a balanced view of good and bad aspects for Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations focus on: teacher role in science instruction; knowledge, attributes, and sensitivities teachers need to teach science; pre-service teacher education; and support available for teachers so they can overcome problems and increase their effectiveness. Each of these areas is addressed in separate sections, followed by a discussion of two central issues, both of which could be alleviated without great manpower or financial input. The first concerns effective use of human resources/expertise; the second concerns whether or not enough attention is given to finding possible ways of encouraging professional development through sharing of teaching experiences. (JN)