The purpose of this study was to investigate the teachers perceptions towards the challenges they face in teaching Revised Science Textbooks (RSTBs) at primary level schools in Pakistan. The study used qualitative case study approach bounding the case to Quetta City. Using random sampling procedures, ten teachers (five males and five females) were selected from ten schools of Quetta city. The researchers used semi-structured interviews and reflective journal to generate data. Findings of the study revealed that the teachers were not trained to teach the RSTBs and consequently, majority of them were not familiar with the curriculum objectives and the new scientific terminologies. Moreover, the teachers' lack of subject knowledge and pedagogy has created critical issues in the understanding and delivery of the scientific concepts. Coupled with the above challenges, teachers at primary level were expected to teach all primary level subjects. Resultantly, these teachers were unable to concentrate only on Science subjects. To make educational reforms contextually relevant, the study recommends involving relevant teachers while introducing any initiatives or shifting practices including revisions in the textbooks. Moreover, teachers should be properly oriented and capacitated to successfully implement any reform initiative.
Key words: Challenges, Textbooks, Revised, Teaching Science, Teaching