This book presents findings of the study done in some selected science secondary schools in Tanzania. The intention was to examine teaching and learning chemistry through problem solving approach. The results showed that teachers and students lack clear understanding of problem solving approach. The high knowledge and experience teachers and students showed have been those of using the traditional problem solving, that is, stressing on rules, facts and procedures which will always lead to correct answer. Furthermore, the study found that practices in chemistry classrooms tend to be teacher directed and emphasized on routine practices or algorithmic performances and they do not offer teachers and students with the chance of developing their problem solving capabilities. In many classrooms, students’ culture and behaviour are such that they merely memorize materials without really thinking about underlying theory or concept and the teaching methods did not encourage creative thinking. So, this book will assist science educators to change and improve their problem solving capacities and it is expected that it will be interesting and educative in the course of chemistry teaching.