The study described in this thesis set out to identify the factors affecting implementation of science and technology curricula in Victorian primary schools. The thesis reviews literature arguing for the importance of science and technology in primary education. Developments in science and technology curricula in Victoria are then traced. Biographical factors of Victorian primary teachers that may affect curriculum implementation are described. Major issues relating to the problematic implementation of the curricula such as the small amount of time spent on science and technology are identified. A survey questionnaire, completed by 187 teachers, and interviews with teachers selected on the basis of their questionnaire responses, were the principal methods of data gathering employed. The questionnaire revealed that science and technology were rated by teachers as highly important. Most teachers were only moderately confident to teach some areas. Female teachers were found to be significantly less confident to teach two of the physics based science substrands. Written responses to three questionnaire items and interview data were analysed in several stages. Beneficial and inhibiting influences for the implementation of primary science and technology curricula were identified. The main beneficial influences for science included team teaching and planning, previous successes in teaching science and professional development, particularly 'hands on' activities. For technology similar influences were identified but greater importance was accorded to the availability of equipment and materials. The inhibiting influences for both areas included a lack of resources, a lack of background knowledge and confidence and the time taken for preparation and packing up. The findings of the study have implications for school practice, curriculum design and professional development.