The aim of this study is to examine regulation of priority in the different teachinglearning process of science teachers format. Nine science teachers attendant in state schools with similar properties in Aksaray, constitute the working group's research. The data obtained through observation and interviews were analyzed descriptively. According to the results of teachers findings related to the preparation before the course examined three categories including content, learning environment, findings for students of different levels. All three groups of teachers said that they had made several preparations under this category before the course. The activities that took place in the introduction of class by teacher were examined in the form of reminders, class teacher attention, motivation, to notify the target and prerequisite information and it was determined that several variations based on priority in that category. According to the findings relating to the course of teacher workings, question-answer and lectures were used in three groups. The most diverse materials and teaching methods and techniques in the course belongs to teachers with priority between 1120 years. While the priority of teachers increases student participation in the course decreases. 1-10 years from associating with everyday life; between the main and subpoints highlighting 11-20 years; making summaries are 21 and older teachers with seniority they left missing in the course of those points.