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This study aimed to explore the attitudes of physics teachers, towards instructional and assessment strategies included in science curriculum, and the effect of gender, qualifications and instructional experience on their attitudes towards these strategies. The aim of this study was to answer the following questions: 1) What are the attitudes of physics teachers, towards instructional and assessment strategies included in science curriculum? 2) Do the attitudes of physics teachers, towards instructional and assessment strategies included in science curriculum differ due to gender, qualifications and instructional experience? The sample of study, consisted of (304) male and female teachers, who teach physics distributed on the public schools of the directorates of Amman Governorate. The study revealed the following results: a) The level of the attitudes of physics teachers, towards instructional and assessment strategies included in science curriculum, was distributed as follows: - (33.55%) for those who had a positive attitudes. - (32.90%) for those who had a neutral attitudes. - (33.55%) for those who had a negative attitudes. b) There were no significant differences at (α=0.05) for the attitudes of physics teachers, towards the instructional and assessment strategies due to the variable gender and qualifications, and the study showed that there were significant difference at (α=0.05) for the attitudes of physics teachers, towards the instructional and assessment strategies due to the variable of teaching experience for the sake of the category of (5-15 years).