This study evaluates experienced teachers' views of chemistry teaching and learning and educational reform in Jordan. The main focus is an investigation of applied teaching practices in chemistry education, including educators' perception of the intentions and effects of ongoing educational reforms. The study is based on semi-structured interviews of 12 experienced chemistry teachers from 10 different schools in Jordan. These interviews were inspired both by the theoretical framework of the reform process in Jordan and also a previous study of pre- and in-service Jordanian teachers' beliefs, where they were asked about the pedagogies and goals of chemistry teaching and learning. The views and experiences of the teachers in the current study do not differ much from the beliefs described in the first case study: teacher-centered beliefs dominate. Nevertheless, participants in this study also spoke about their intention to change and common obstacles to such reform. In general, most teachers do not feel personally capable of developing and implementing change on their own. They also do not feel that they constitute a recognized and active part within the ongoing reform processes. Implications for teacher training and educational reform in Jordan will also be addressed. (Contains 1 table.)