Science teachers are undoubtedly among the most important resources that create science skilled and knowledgeable workforce. They are a key factor driving the nation. Their beliefs about teaching and learning science might influence their teaching practices. This research explores the three Thai science teachers’ beliefs about teaching and learning science by conducting semi-structured interviews and using participant observation. The results indicated that two of the three teachers held student-centered beliefs. In addition, what they said matches with their teaching practices. The more experienced teacher said and acted inconsistent with best practices in teaching science. The teachers revealed key challenges that influence their practices of teaching science: a time limit on one class period, much content to be covered per semester, and their strongly held values and beliefs that is in conflict with best practices in teaching science.
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