The main purpose of this study was to examine teachers' self-perceived practices of context-based science teaching and learning in science classrooms. To achieve this purpose, a cross-sectional survey design was employed. The data were collected from 360 upper primary science teachers in East Gojjam Administrative Zone, Ethiopia. A multistage sampling technique was employed to select the participants. A Context-Based Learning Environment in Science (CBLES) instrument was adapted and validated to measure teachers' self-perceived practices of context-based approach in science classes. Factor analysis unveiled the confirmation of the four-factor structure of the instrument with good reliability coefficients ranging from 0.891 to 0.945 and the constructs had adequate discriminant validity as the mean correlation coefficient (r) values were less than 0.80. Results revealed that the components of context-based teaching and learning were moderately implemented in upper primary school science classrooms as perceived by teachers. In comparison, biology teachers in the emphasis component, urban teachers in the "re-designing" component, and experienced teachers (those who taught above 20 years) in the "re-designing" component were comparatively found in a better way than their counterparts. The findings have important implications for school science teachers and science curriculum developers to have a better understanding of how upper primary teachers implement components of the context-based approach in science classrooms. The primary teacher education institutions will also benefit from this study in order to examine their efforts of preparing prospective science teachers using various educational innovations including context-based science teaching and learning.