The purpose of this study was to explore the challenges faced by Junior High School teachers in delivering Grade Seven Science instruction. I selected two research participants who represent a diverse range of experiences and backgrounds in teaching science. I included one teacher from an urban school and one from a rural setting to capture the different contextual challenges they might face. The research design adopted a qualitative case study methodology to provide an in-depth examination of the challenges faced by teachers in Grade Seven Science classrooms. This approach enabled the researcher to gather rich, contextualized data from a small, selected group of participants, thus allowing for detailed insights into the specific difficulties encountered in the science teaching process. This study sheds light on several significant barriers faced by educators, specifically the lack of resources and materials. In many junior high schools, particularly in rural areas, teachers struggle with limited access to essential teaching tools and scientific equipment. This scarcity not only hampers the delivery of effective science instruction but also prevents students from fully engaging with the content. Hands-on activities, which are critical to fostering a deeper understanding of scientific concepts, become almost impossible without proper materials. As a result, students may be deprived of the opportunity to develop essential scientific inquiry and problem-solving skills, which are central to fostering a robust science education. The implication of this challenge is clear: the lack of resources restricts the scope of teachers' instructional methods, ultimately impacting the quality of learning students experience.