Curriculum materials, notably textbooks, receive considerable attention in the educational realm because of their inherent potential for curriculum implementation. Yet, the realization of this function depends on how teachers make use of the materials in the enacted instruction. With these considerations, we conducted a case study to examine how middle school teachers use science textbooks and how the outcome of their approach of textbook use shapes science learning experience. The findings reflect the features of the perspectives that view ‘curriculum use as participation with the text’ where both the curriculum materials (through their representations) and the teachers’ approach textbook use affect the enacted curriculum. It as well evidences that this perspective is valid even in a situation where state- approved textbooks are mandated. The finding also evidenced that the teachers’ use of textbook is found to facilitate learning experiences of science as a domain of knowledge but fail short to support the development of science process skills and hence resulted in discrepancy between intended and implemented curriculum. The implication of our research thus is directed to teacher education and professional development to focus on the development teachers’ Pedagogical Design Capacity to enable them use of the affordances of curriculum materials and to provide holistic science learning experience for the students.