Laboratory resources play a vital role in the teaching-learning process of science subjects. In Tanzanian public secondary schools, there is inequality in the provision of these resources such that the community secondary schools have very few laboratory resources, however, these schools are required to sit for the same national examination as more privileged schools, with better resources. This study focused on exploring teachers' experiences of teaching science subjects with limited laboratory resources in community secondary schools in Lindi region in Tanzania. The shortage of Laboratory resources limits teachers to teach according to their belief, that for effective teaching and learning science, students should be involved in hands-on activities. The shortage of these resources forces teachers to conduct science experiments in order of priority; they organized experiments for those classes that were preparing for national examinations. It was recommended that in teaching and learning science with limited resources, teachers should be innovative and committed so as to realize meaningful learning. Furthermore, teachers' professional learning is essential for them to gain skills