This working paper presents an analysis that seeks to refocus thinking about the question of educational resources needed for transformation in schools. Both the context of science education and the teaching practices of science teachers as potential resources that can be marshaled to facilitate the transformation of science education in schools are presented. Context resources and practice resources are identified as crucial to the success of educational transformation, and this study is concerned with a microanalysis of these resources. The results of the research suggest that a great deal of potential for school change exists in teachers' knowledge, time available, human and textual resources, and various teaching practices that feature a transformative engagement. Contains 33 references. (DDR)