With the COVID-19 pandemic’s profound effect on education all over the world, sharing and implementing exemplary practices based on experiences have become important in educational practices. The main purpose of this study is to determine the problems physics, chemistry, biology, and science teachers have experienced in the online and face-to-face education process while continuing their teaching activities in secondary schools and high schools, the solutions they’ve developed, and the educational practice experiences they’ve gained within the scope of hybrid education. This study aims to obtain in-depth information using the phenomenological design within the scope of qualitative research. The research data were obtained through interviews with 48 teachers working in Trabzon’s and Uşak’s city centers and districts in the 2020-2021 academic year. The interview data have been evaluated using content analysis. Themes, categories, and codes were used while interpreting the interview data. Teachers encountered negative impacts regarding the instructional practices provided by the ministry and the students’ learning environments as well as negative psychosociological effects and technological impacts regarding the process of implementing hybrid education. Solutions have been developed for these problems by using technology and social media for teaching purposes and by establishing closer interactions with other teacher committees. Technology-supported assessment and evaluations, social media-based parental interactions, interactive cooperative learning, and technological teaching practices were developed in this process. When considering the impact technology has had on high school students, providing science teachers with the necessary training to use technology effectively would be beneficial with regard to teaching science lessons.