This research study aimed to investigate the changes of teachers participating in a local science project. Regarding the research methodology, it involved both quantitative and qualitative approaches. The subjects were divided into 2 groups. The first group, representing the whole population of the study, involved 224 teachers. However, only the data obtained from 204 teachers, who provided the researcher with information, were analyzed. This accounted for 91.07 percent of the population. The second group was the teachers whose data was used as part of the case study. They were 51 teachers in the local science project, attending classes 1-4. The purposive sampling technique was used to select the subjects in this group. The findings showed teachers( beliefs from various aspects. They believed that local diversity and different environment would put the development of the learning processes either at an advantage or at a disadvantage. They also believed that studying science would make learning through science processes successful. Moreover, they believed that local science meant learning scientific subject matter from local people, which was not an appropriate belief. Lastly, the high quality research paper the teachers produced also revealed that their knowledge and skills in conducting research studies were at a good level, a significant improvement from the beginning as evidenced by their proposals. The main factors that led to the changes of the teachers were the learning network that consisted of the team of lecturers, the coordinating center and their teacher colleagues who participated in the project. The project should continue to train teachers to create the learning kits that reflect the science processes and research experience that they received from participating in the project.
