This research will analyze the issues encountered by two science teachers implementing Arduino-based robotic coding projects. This research employed a case study design. This research has used a criterion sampling group. This study used semi-structured observation, interviews, and video observations as data collection tools. The teachers conducted three activities in physics, chemistry, and biology. The data was analyzed through content analysis. The authors have determined that teachers do not fully utilize their time and assessment tools, nor do they effectively promote entrepreneurial skills. The authors propose that teachers incorporate additional Arduino-based robotic coding activities into their curricula.