This study aimed to identify the difficulties of implementing distance learning from the science teachers' point of view, and to investigate whether the teachers' viewpoints towards these difficulties differ according to their years of experience. The study sample consisted of (220) male and female science teachers in government schools affiliated to the directorates of education in the Jordanian capital, Amman. To achieve the objectives of the study, the researchers prepared a questionnaire consisting of (43) items, whose validity and reliability were verified.The results of the study showed that the difficulties faced by science teachers in implementing distance learning were generally moderate; The difficulties related to the infrastructure of public schools topped the list of those difficulties, followed in the second rank by the difficulties related to the competencies of the science teacher in the application of distance learning, and the difficulties related to technical and administrative support for the science teacher in the application of distance learning came in the third rank, and in the last rank came the difficulties related to students and science textbooks. The results also showed that teachers' viewpoints about the difficulties they face in implementing distance learning differ according to their years of experience

Distance Learning, Science Teachers, COVID-19 Pandemic