Nature of Science (NOS) has been enumerated as one of the important elements in education because robust conceptions of NOS is essential for individuals to be considered as scientific literate. As teachers are vital in imparting sound NOS conceptions to their students, they must possess sound NOS conceptions. However, studies have shown that teachers only possess naive conceptions of NOS which could be potentially passed down to their students during science instruction. So far, studies about in-service science teachers' conception on NOS were conducted in the West. The extensive literature search that was conducted on several renowned platforms found that the existing research available to the public focused on secondary school students or pre-service teachers but not in-service teachers. The conduct of this study bridges the gap in literature and informs relevant stakeholders about the current state of science education in Malaysia. This study shares the findings of a survey conducted with 33 in-service public school science teachers in Selangor, Malaysia. Results show that most teachers possess mixed conceptions about NOS. This study has implications on informing relevant stakeholders about the need of including NOS as a part of teacher training programmes and the need to conduct training sessions with in-service science teachers on NOS. [For the full proceedings, see ED654100.]