In this chapter, we examine the notion of multigrade teaching in rural primary schools with the focus on how primary science teachers manage the associated complexities. We argue that to ensure effective multigrade teaching, teachers must possess specialized skills in planning, organising instruction, and assessing both the content knowledge and content skills in the diverse, heterogeneous classrooms. In this chapter, we report on the findings of a bigger project that observed Grade 6 lessons on the topic of electricity, conducted by natural science primary school teachers in multigrade settings. Following these observations, video-stimulated recall interviews and individual semi-structured interviews were conducted with each teacher for triangulation purposes. Drawing on this data, the chapter demonstrates that primary science teachers adopt numerous instructional strategies aimed at supporting and enhancing learners’ understanding of natural science concepts. The chapter also reveals the significant challenges associated with multigrade teaching, where primary science teachers expressed frustrations with the increased workload and the multifaceted demands placed on them in these environments. Considering these complexities, the chapter emphasises an important role on policy makers and teacher education institutions to embrace multigrade teaching and identify sustainable strategies to support primary school teachers.