This study aims to review the teacher's role in supporting learning science based in Curriculum 2013, especially regarding the role of teachers in the planning, implementation, evaluation of learning, as well as the factors that support and hinder learning. The study was motivated by the importance of the teacher's role in the successful implementation of Curriculum 2013. This research is a qualitative descriptive type. The technique of collecting data from this study using triangulation techniques, namely by combining interview, documentation and observation. The collected data will be analyzed using Miles and Huberman Model analytical methods and its validity will be tested with the technique of triangulation. The results showed that (1 in the planning of learning, because teachers do not directly create lesson plans in a semester at a time, the teacher made learning activity planning matrix as a support in the development of the RPP, which is the grip in implementing learning in the classroom and aims to help laboratory laboratory use in preparing schedules, tools, and materials to be used in the study. (2) In the implementation of learning, teachers applying Scientific Approach as a typical of Curriculum 2013, and interestingly, teachers require a long time and some trial and error in the phase of asked to form a habit of asking learners, active learning, and student centered as expected by the curriculum. (3) Teachers act as actors and evaluators, which regulates all forms of evaluation for learners, even for personal evaluation. Some types of daily evaluations that teachers on learners among other remedial, enrichment, journals and also assessment of learners answer. For authentic evaluation in the aspects of attitude, both spiritual and social, teachers are still assessing administratively. Teachers more emphasis on attitude formation after receiving the learning. In addition to evaluation of teachers to students, teachers also get an evaluation of services and also of the school that includes an evaluation of the planning, implementation and evaluation of learning is done. (4) The support factors of learning are the school support facilities, training, guidance, consultation and evaluation of teachers. Learning inhibiting factors are limitations educators and school activities also overlap. Keywords: Teacher’s Role, Science Learning , Curriculum 2013.