This research investigates the language-based challenges faced by primary school teachers when teaching science to English as an Additional Language or Dialect (EAL/D) students, specifically focusing on Arab migrant students in Australian primary independent schools. This study adopts a mixed-methods approach, combining quantitative data from questionnaires and qualitative insights from semi-structured interviews. Six primary teachers from independent Australian schools participated and provided their perspectives on the specific language-based challenges they encountered, such as students’ limited scientific vocabulary and difficulties with complex scientific texts. Using frequency counts and thematic analysis, the research identifies key non-language-based challenges, such as limited reading habits and poor analytical skills, which often co-exist and interact with language-based challenges. Employing a dual-theory framework encompassing social constructivism and Bernstein’s pedagogic discourse, the study situates these findings within broader educational theories to provide a deeper understanding of the role of language in science teaching and learning for Arab migrant learners. Building on these findings, recommendations are made regarding the development of research projects, targeted resources and training, and reforming policies.