In some parts of the world governments are attempting to reform educational systems that are considered 'traditional', by encouraging teaching approaches that are considered more 'progressive'. In Turkey, reforming science education is a high priority and is centred upon introducing 'constructivist' approaches. Turkish educationalists are encouraged to draw upon the experience of what are considered more 'progressive' education systems, such as those in the UK. The experiences of one Turkish science educator sponsored to spend time in England suggests that (a) science teaching in England shows only a partial adoption of the progressive teaching approaches sought in Turkey, and that (b) bringing about even such incomplete shifts in Turkish science education could be a slow process requiring extensive investment in both teacher education and school resources.