Objectives The purpose of this study is to analyze research trends in software-enhanced science instruction and to draw implications for teachers' roles and challenges in improving the quality of software-enhanced science instruction. Methods A total of 84 domestic KCI-level academic studies related to software-based science teaching were ex-tracted from RISS, and research trends were analyzed by publication year, research purpose, research subjects, class type, and research topic. Then, we reviewed the role of science teachers in each study and analyzed their roles in the process of planning and running lessons using software and in identifying and solving students' difficulties. Results In the analysis of research trends in science classes utilizing software, studies focusing on the effective-ness of programs and targeting high school students were predominant. In terms of the teacher's role, it was found that teachers play a central role at various stages of the lesson. Teachers are responsible for critical tasks such as designing lessons linked to software use, overcoming technical barriers, anticipating difficulties and providing feedback, as well as monitoring and coaching student achievement. These studies highlight the importance of the teacher's role in science lessons using software, yet reveal a lack of systematic research on specific roles and sup-port methods. Conclusions Teachers' technical skills, understanding of the subject matter, and ability to operate the classroom play an important role in the success of the class. In this regard, teacher training programs should be realistic in terms of content and level, and reflect a deep understanding of the role and support of teachers in order for them to effectively implement software-enhanced lessons. More research is needed to analyze the difficulties teachers face in actual classrooms and the challenges they face in designing lessons.