This study pursues a twofold objective: first, to assess Physical Science teachers' knowledge in teaching at science centers, and second, to investigate their perceptions of their roles in facilitating teaching within these centers. Employing a qualitative case study method with interviews and observations, eight teachers voluntarily participated. Content analysis was applied to the collected data. Findings reveal a preference for hands-on approaches and demonstrations, however, highlight some teachers' insufficient understanding of the science center concept. Views on curriculum alignment vary among teachers. In addition, teachers perceive their roles at science centers as non-facilitators, behavior managers, and observers. Implications emphasize the need for targeted professional development to address conceptual gaps and enhance effective integration of science center experiences into the curriculum.