IntroductionOur experiences influence the formation of our attitudes, desires, and goals (Dewey1938). Similarly, students' experiences in the science classroom determine the subjects they study and lead to fewer students choosing to do integrated science. In an effort to better understand their experiences in the science classroom, it is prudent for the researcher to examine some of the issues that might have impacted their experiences in integrated science teaching and learning. The current issues that will be examined are (1) importance of science teaching (2) integrated science curriculum (3) attitude towards science teaching and learning (4) teaching strategies and motivation (5) teaching style (6) student experiences. The literature review in this research on students' experiences in science classrooms as they relate to science teaching and learning serves to guide and inform the discussion that will emerge from the research findings. Importance of science education Science education is relevant in all areas. of life in our society, even if many students seem to be disinterested in it in schools. Schreiner and Sjoberg (2004) suggested that students have developed an ambivalent attitude towards science, while Reiss (2000) (cited in the TLRP research paper EPSE 2006) is of the opinion that students must believe that the sciences taught in schools are relevant. to their personal life. Science education is important or relevant to all of us in three main ways: our personal lives, our civic lives, and our economic lives. In ......middle of the article ......result of the teaching strategies used in secondary school. The interview by Baird et al. (1990) revealed that students expected high school science to be active, interesting, and fun and were eager to do experiments, dissections, investigations, and projects, but their expectations were short-lived. duration. As these once-motivated students experience the reality of science in high school, many become disappointed and disenchanted in science class. Baird et al. (1990) explained that high school students received grades, observed demonstrations, and had no real science work to do. Students expressed disappointment with the teaching strategies as they claimed that the teaching strategies lacked practical activities; they had to write a lot of notes and the teachers lectured them and the topics were mostly irrelevant.