The purpose of this study was to examine and analyse the implementation of the primary science syllabus in Bundaberg and district state primary schools. A two part questionnaire was administered to 180 teachers from 2 Bundaberg and district state primary schools. Questionnaires were completed by and retrieved from 147 teachers from 24 of the schools. The findings of this study are reported and analysed in terms of the characteristics of the schools and teachers studied, the science planning procedures used by teachers, the planning problems encountered by them, and finally, the classroom practices employed in science teaching.