This study aimed to capture a vivid picture of the quality of science teaching in K-3rd grade programs in Turkey. The sample comprised 80 teachers in 20 K-3rd grade programs in Ankara, Turkey. A qualitative interpretative research design was used in this study. The data were collected using content analysis, observation and interviews. Phenomenological analysis were used to analyze the study data. The results showed that science topics are broadly covered in K-3rd grade science education curricula. Majority of teachers who teach science in K-3rd grade programs lacked a sound science education background. Classrooms in general lacked a specific rich science area. Range of science activities and teaching techniques were used in teaching science to young children. Telling/explaining and questioning were the most common instructional methods used. Assessment of science learning is usually equated with testing. Several practical implications for K-3rd grade programs, teachers, teacher education programs, and policy-makers are presented.
