This study aimed to examine the integration of four elementary science teachers' technological pedagogical content knowledge (TPACK) components during emergency remote teaching. Data sources included teaching video recordings and stimulated interviews conducted after analyzing the teachers' teaching videos. The data were analyzed by identifying the practical TPACK (TPACK-p) segments and by adopting the enumerative and constant-comparative approaches. Major findings of the analysis were (i) the integrations seen in the teachers' maps become richer and more diverse as their TPACK-p proficiency increases; (ii) the learner and assessment components are the most prominent components when the teachers can integrate learners into the lesson; and (iii) the instructional management and curriculum-design components have limited integrations with other TPACK-p components. The results are discussed in light of related literature and implications are provided for science teacher education. Remote science teaching courses should be incorporated into preservice teacher education programs. Likewise, professional development programs should train in-service teacher for distance science teaching.