This study explored the experiences of Junior High School Science Teachers toward continues career improvement focusing on the Individual Performance Commitment Review Form domains which is essential for the advancement of science education and aims to contribute valuable insights into the dynamic of teacher quality and faculty enhancement.  The participants of the study were the 12 Junior High School Science Teachers who are considered novice in teaching within the Congressional District I of Nueva Ecija. This also made use of purposive sampling in selecting the 12 respondents of the study. Qualitative research design in a form of case study was employed and gathered the data through an in-depth interview, provided interview guide questionnaire and thematic analysis was used to analyze the data.  The findings of the study shed light on teachers perspectives, practices, and challenges, which provide valuable insight into the current state of science education and the efforts made by the teachers to enhance their teaching practices.  It indicates that JHS science teachers are committed to continuous improvement in science teaching, creating an inclusive learning environment, alignment and updating of curriculum, and used of comprehensive assessment strategies to improve student learning outcomes.  The study concludes that JHS science teachers are dedicated professionals with diverse backgrounds and experiences exhibiting strong commitment to improvement that highlights the necessity of continuous professional development and the need to support for teachers journey towards continuous improvement.  School and educational institution is recommended to have regular and pertinent professional development tailored to JHS science teachers, establish mentorship program and peer collaboration, and further research on the role of technology in enhancing teaching practices.