<![CDATA[This study aims to describe science teachers’ efforts to align theoretical understanding with practical application, identify the forms of practical activities and facility utilization, uncover teachers’ adaptation strategies under limited resources, and explore the support received and expected from schools. Conducted in October 2026 at SMP Negeri 1 Ampibabo and MTs Al Khairaat Pangi in Parigi Moutong Regency, Central Sulawesi, this research employs a descriptive qualitative approach with a multi-site case study design. Two science teachers, one from each school, were selected as informants through purposive sampling. Data were collected via questionnaires (12 Likert-scale items and three open-ended questions), in-depth interviews (17 questions organized into four thematic sections), and documentation. Qualitative data were analyzed following the interactive model proposed by Miles, Huberman, and Saldaña, while quantitative data were analyzed using descriptive statistics. The results show an overall average score of 3.96 for theory–practice alignment efforts, falling in the "Frequently" category. Core strategies adopted by both teachers include linking learning materials to daily life, utilizing the environment as a learning resource, employing simple teaching aids, and conducting post-practice reflection to reconnect observations back to theoretical concepts. Laboratory availability influenced the format of practical activities — the teacher at the public junior high school made use of the laboratory, whereas the teacher at the Islamic junior high school, which lacks a laboratory, compensated by borrowing equipment and using the school environment as a natural laboratory — yet facility availability did not determine the success of alignment. Key barriers include resource limitations and uneven school support. The findings highlight the importance of equitable resource provision policies and sustainable professional development programs rooted in science teacher communities]]>
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