This research aimed to explore the experiences of high school science teachers, focusing ontheir perceived practices, challenges, and opportunities in fostering science literacy among students in the Talon- Talon District, Division of Zamboanga City. A mixed-methods approach was employed, integrating both qualitative and quantitative research designs. The quantitative component involved administering a structured survey to a broad sample of science teachers, while the qualitative component involved conducting in-depth key informant interviews. The data was analyzed using descriptive statistics and thematic analysis. The findings revealed that teachers perceive their practices in developing science teaching literacy as a complex process that involves a deep understanding of science content, the use of effective pedagogical strategies, and the promotion of actual and post-literacy skills. They face challenges in addressing diverse student needs and fostering creativity and critical thinking. However, opportunities exist in continuous professional development, innovative teaching methods, and promoting higher-order thinking skills. The study provides valuable insights into scienceteachers’ experiences in fostering scientific literacy. The findings could assist in overcoming the challengesfaced in teaching and developing science literacy, thereby aiding in the successful integration of science literacyin the curriculum and teaching. Based on the findings of the study, several recommendations can be made for science teachers, students, school administrators, the Department of Education, and future researchers. These recommendations aim to enhance the teaching and development of science literacy, improve teaching methods, guide the formulation of policies and guidelines related to science literacy, and serve as a basis for future studies.