The quality of science education relies heavily on successful teaching and learning activities carried out by science teachers. Despite the ongoing argument about teachers' challenges, there is no single best approach to solve these issues. This study aims to explore the challenges faced by the science teachers in integrating design thinking and resource utilisation in science classrooms. In this study, a qualitative research method was employed. The interview protocol was administered on five science teachers following all research ethics and considerations. An inductive thematic analysis technique was employed to analyse the interview data. Three categories were identified to form the main theme, Teachers’ Challenges of Integrating Design Thinking in Science Classrooms with Proper Resources. This study highlighted the challenges in implementing design thinking in education, teachers' challenges in the science classroom, and challenges with teaching materials and resources. This study suggests some interventions, such as professional development courses for science teachers on design thinking, resource enrichment, and curriculum reform. These would create a more supportive environment for teachers to use a design thinking approach in science classrooms and utilise resources to benefit the students. As for future research, researchers should explore the impact of such interventions on teachers’ teaching efficacy and students’ learning outcomes using a quantitative research method.