Ng'asike, J. T.2013-12-172013-12-172012New Zeal and Journal of Teachers’ Work, Vol ume 9, Issue 1 , 36 - 49 , 201http://ir-library.ku.ac.ke/handle/123456789/8109This paper analyses teacher training in science education in e arly childhood development and pr imary grades in Kenya. The paper argues that even though the Kenya Government empha sis es science as a subject critical for technological advancement and for achieving Vision 2030, the training of science teachers in early childhood and primary colleges nationally triggers a lot of quality questions. The author visited primary teacher tra ining colleges and early childhood development training institutions in Nairobi, Kiambu and Thika Counties and observed the training activities and resources for science education. The article questions science teachers’ adaptability in ensuring science in struction capture s the diverse cultures of Kenya in science classrooms. The author raises methodological questions in science instruction as it appears that the tutors training teachers at the colleges did not di rectly undergo training at the u ni versities in Kenya that prepare them to train primary level teachersenArticle