The failure of much curriculum innovation has been attributed to the
neglect by innovators of teachers’ perceptions. The purpose of this study was to
investigate inservice science teachers views of integrating Science, Technology and
Society (STS) issues into the science curriculum and identify the factors that
influence their decisions concerning integrating STS issues (or not). The study used
mixed methods (questionnaire and interviews) with Egyptian science teachers who
teach science courses for 12- to 14-year-old students. The findings indicate that
unless curriculum developers take account of teachers’ beliefs and knowledge and
the sociocultural factors that shape or influence those beliefs in designing and
planning new STS curriculum materials, these materials are unlikely to be implemented according to their intended plan.