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This study is essentially concerned with providing analytical accounts of seven primary school teachers practical theories of teaching science by focusing on their preactive and interactive teaching in Turkey. The study has both psychological and epistemological basis in nature. In this study, three main issues are focused on; understanding of teacher professionalism, understanding of teachers practical theories of teaching science, and understanding of the relationship between teacher professionalism and teachers practical theories of teaching science. In the study, it is recognized and discussed dominant key issues under three sections; epistemology of teaching, realities of teachers, and the ways forward. It is believed that taking only a stance from a cognitive science is misleading in exploring the teachers practical theories of teaching science. At the end of the study, it is argued that being a professional and rebuilding the practice of behaving professionally is different on the basis of variant issues.