Chemistry has become one of the most important disciplines in the school program and is very important in general education. Effective teaching is the basis for successful learning, so the purpose of this paper is to introduce current gaps and identify current pedagogical methods and technologies that are best used to teach in chemistry, improve teaching, increase interest in this field, and increase the level of teacher-student collaboration by thus creating an advanced shift in teaching methodology, from traditional to contemporary. It is conducted a quantitative study through which been observed some public and non-public high schools and some universities in Albania. Also, there were designed several questionnaires for teachers, pupils and students. In this study 20 high schools and 5 universities are included, are interviewed and have replenished the questionnaires about 200 pupils and students, 38 teachers and lecturers of different ages and at different times of experience as teachers. From the findings, it can be understood that the teaching process is set in a not very good situation. For people who are not passionate about teaching, such an attitude reflects on the way they learn and explain their subjects, and this has a negative impact on student performance. It is clear that the negative attitude of students towards chemistry is what often leads to the low performance we experience today. The study also found that time constraint is one of the main factors responsible, practical science does not develop, students are discouraged because they require proper attention, the number of hours given to chemistry in a week and the time allotted for each lesson, the impossibility of teachers to develop any significant practice within this timeframe are usually not sufficient for an effective chemistry lesson.