Traditional education programs have been one of the first casualties of the COVID-19 pandemic. Hence, Department of Education (DepEd) has moved to modular distance learning through printed modules. One of the difficult areas to teach in modular teaching is Science which requires laboratory work and learning science concepts. The research design used is descriptive using quantitative data. The data was extracted via a self-made questionnaire which has been validated and distributed to 137 Science teachers in 19 Public Secondary Schools in Calamba City. Teachers' views on the implementation of a modular approach in teaching Science are consistent in terms of content, instructional resources, pedagogical approaches, and assessment, according to the findings. They agree with the scores they provided for each variable when grouped according to profile. However, they had diverse views on the modular approach's assessment scheme when grouped based on their educational backgrounds. Among others, teachers with a doctorate degree had the lowest weighted mean. This argues that, in a modular approach, student learning assessment for teaching and learning Science should be unified and standardized. There was no significant difference among the responses of the respondents when they are grouped according to profile. The respondents strongly agree on the success of the modular approach in terms of pedagogical approaches and instructional materials. However, they are just satisfactory in terms of content and assessment. Hence, a proposed action plan focused on content and assessment is designed to enhance teaching Science in a modular approach.