Volume 1 ● Issue No.2 AsTEN Journal of Teacher Education 2016 │ 1 Introduction In this technological age, science subdues and even drives societies with its ideas and products and it is very likely that the impact of science and technology on people’s lives will persist to exist and increase in the coming years. Through science, the way people think shifts to a more critical approach. Frequently, science has been recognized to be of great signifcance because of its connection to technology, which, in a government perspective, is a priority area for economic development (Elkington, 2015). The reason probably why many countries have embedded the very sense of science in their respective educational system so as to enable citizens to actively participate in modern societies. In fact, according to Ogena, Lana and Sasota (2010), the major factor in a nation’s development is the emphasis on science and mathematics education which brings the nation to integrate science and technology in their national agenda. Perspective of Secondary Teachers in the Utilization of Science Strategic Intervention Material (SIM) in Increasing Learning Profciency of Students in Science Education Leo Peter Narciza Dacumos Abstract The phenomenological research investigated the perspectives and experiences of fve science teachers on using strategic intervention material (SIM) in their respective science classes. The use of these materials is important towards achieving the needed competencies of the students which they failed to achieve in regular classroom instruction. A total of fve science teachers were recruited from different schools in Baguio provided that they were able to craft or at least to utilize science SIM. The research indicated that the teachers held variety of views of SIM integration. These views infuenced their use of SIM in the classroom, especially during remediation sessions as an abridgement and re-teaching tool. They view that SIM will promote autonomous learning and memory enhancement among learners to better their performance in understanding many complicated concepts and skills in science. However, despite these advantages, teachers encounter barriers during preparation and implementation proper of the SIM. Keywords: SIM Utilization, Science Teachers, Science Education, Learning Profciency Author’s Notes Correspondences regarding this paper should be directed to Leo Peter Narciza Dacumos at email ???????