The aims of this project were to explore the challenges faced by Scottish primary teachers in implementing the science and technology aspects of the Environmental Studies guidelines, to illuminate the extent to which any problems might be related to their own understanding of those ideas they were expected to teach, and to assess the extent to which initial and inservice training were adequately providing for the development of primary techers' understanding of science and technology. The study included a questionnaire survey of 514 primary teachers, interviews with a sub-sample of these teachers, discussion of records kept by teachers, and interviews with teacher educators. Important findings include: many teachers found that discussing the science in everyday events helped their own understanding, many teachers feel that they have not been adequately trained to teach science, confidence was higher in relation to teaching processes than concepts, practical examples of technology were more easily recognized than the technological concepts involved, teachers asked for a range of different forms of help, and initial education courses do not cover much of the science content teachers need to teach. Implications for management, teachers, policymakers and teacher educators are also discussed. (JRH)