The purpose of this research is to explore primary views and practices of primary school teachers regarding experiments in 4th and 5th grade science and technology class. The sample of this research consisted of 60 primary school teachers who work at primary schools in Konya in 2012-2013 school years. A questionnaire was used to collect data. The questionnaire consisted of 7 questions which aimed to determine teachers' implementation status of experiments and to reveal their views about the experiments done in science and technology course. Results of the study showed that a quarter of the teachers implemented all the experiments existing in the textbook, while the others implemented most of the experiments depending on material availability and level of importance they attributed to the content. Majority of the teachers reported that they cancelled the experiments when the necessary equipments not available. However, one third of the teachers revealed that they did not give up experimenting, finding out alternative ways to do them. The teachers' views on how to increase the effectiveness of experiments could be categorized as follow: a) schools should have laboratories which are compatible with technology and possess necessary materials and equipments; or, the equipments for every experiment should exist in classroom cabinets. b) The Science and Technology course curriculum should be simpler and more effective, c) time for experiments should be sufficient, d) Primary school teachers who needs help should be given a seminar on effective implementations of experiments, d) there should be cooperation among teachers on experiments, and e) experiments should be supported by families at home.