This thesis examines the development of science in the South Australian state primary school curriculum in depth for the period 1875 to 1972, with some consideration of the pre 1875 period. Subjects which included aspects of science, or were regarded as at least partly scientific in purpose, are considered, in relation to changing concepts of science and education. The changes in content and teaching methodologies of these scientific subjects are analysed, together with their status and relation to the total primary curriculum. Major factors affecting the progress of primary school science, especially the training of teachers, the examination system, and the Education Department's financial policies concerning provision of equipment, are examined. During this period the content of science courses changed from discrete, unconnected object lessons to something approaching a coherent general science course. Other subjects with a scientific component entered the curriculum from around the turn of the century. The study attempts to identify the causes of curriculum change in the South Australian education system, it assesses the influence of overseas ideas and practices and of other Australian state systems and policies and the impact of local political and economic conditions.