Presented is a survey study funded by the Educational Research Institute of British Columbia (ERIBC), Canada. The purpose of this study was to compare current practices used in the teaching of science to limited success students in British Columbia junior secondary schools and those practices advocated in the literature from other countries. A mail questionnaire was distributed to a selected sample of 336 junior science teachers in the province. Eighty-two percent of the sampled teachers (229) responded to the questionnaire. Teachers responded to questionnaire items on student grouping practices, class size, methods of current determination, approaches to learning, student evaluation, teacher background and teacher experience. The results of the responses were reported as frequency of responses and percentage response. Results provided a picture of current practices in British Columbia as perceived by the teachers sampled. Sixteen recommendations were also generated relating to science curriculum, teachers and school administration, teacher training and further research. (HM)