<p>The implementation of the K to 12 Science Curriculum and the Socioscientific Issues (SSIs) Teaching and Learning Framework share the same overall goal: to develop students into capable, proactive, and responsible citizens who can communicate and collaborate to actively engage in meaningful discussions and actions aimed at resolving scientific issues with societal impacts. Given its novelty in the Philippine science education landscape, teaching science with SSIs has been relatively unstructured, with teachers’ understanding and experiences varying widely. This paper explores the different ways teachers understand and experience teaching science using SSIs within the context of the K to 12 Science Curriculum. This study employed a phenomenographic approach using semi-structured interviews to examine how science teachers understand and experience teaching science with SSIs. Data was gathered from eight science teachers at private high schools in Cebu, Philippines. Results indicate that teachers understand teaching science with SSIs in three main ways within the K to 12 Science Curriculum: (1) SSIs are viewed as unsuitable for teaching science; (2) SSIs are considered a means to educate students about science with practical relevance; and (3) SSIs are seen as tools to help students create solutions for contemporary issues. These perspectives differ in their focus of instruction, beliefs and roles, practices, and expected student outcomes. This study is original in its categorization of Philippine teachers in their understanding and experiences in teaching science using SSIs. This knowledge can help develop targeted, context-responsive teacher development programs to better support and empower teachers to implement SSI-based instruction.</p>