The fundamental goal of this research is to look into the pedagogical practices used by elementary teachers when teaching science for higher levels. The study aims to better comprehend these educators' experiences with scientific instruction. The study, conducted within the context of a qualitative inquiry, focuses on primary instructors who teach science to upper-grade students. Interviews with 6 Science instructors were performed using a case study technique, with specific criteria based on their knowledge and experience. The semi-structured interviews sought to explore the teachers' experiences, challenges encountered in delivering science education to upper standards, and the strategies employed to address these challenges. A total of 6 respondents are now active primary school teachers with a focus on science instruction at the upper grade levels. The interview material was transcribed, coded, and categorised to discover reoccurring themes. The study's findings provide insights into educational tactics and approaches to improving science subjects for higher standards. Key themes identified include, the teachers’ pedagogy, the key factors in shaping students’ Interest in learning Science, and the best practices in teaching Science.