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 contextbased 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- ABOUT THE AUTHORGebeyaw Teshager is a PhD candidate in Curriculum and Instruction at Bahir Dar University. He has about 20 years of experience in higher education. He has published several articles related to teacher education, teachers' competencies, instructional approaches, etc. Alemayehu Bishaw is a Professor in the Department of Teacher Education and Curriculum Studies at Bahir Dar University. He has been teaching at Undergraduate and Graduate programs for the last 30 years. His main areas of research include teacher education, professional development, multicultural education, instructional approaches, assessment, etc. He has published more than thirty articles in both national and international journals. Asrat Dagnew is an Associate Professor in the Department of Teacher Education and Curriculum Studies at Bahir Dar University. He has been teaching at Undergraduate and Graduate programs for 18 years. His main areas of research include teacher education, professional development, instructional approaches, etc. He has published thirty six articles.