Abstract This study aims at investigating the awareness of science teachers at the primary level in Tabuk of the hot seat strategy; an active teaching strategy and way for students to practice higher-level thinking skills and to gain a deeper understanding of the content they are learning. To achieve this purpose, the researcher used the descriptive analytical approach by collecting, organizing, and analyzing data. The research sample consisted of (117) members of science teachers in Tabuk city, 53 males and 64 females.  The research tool was a questionnaire survey that included specific phrases about (rules of the hot Seat strategy - the ways to use the hot seat strategy-steps for using the hot Seat strategy - hot Seat strategy and teaching and learning Science). After confirming the validity and consistency of the questionnaire, the results of the study showedthat the degree of awareness of science teachers of the hot Seat strategy was low where the relative weight of the sample individuals about the total factors reached (1.298). The results confirmed that there were statistically significant differences in the responses of the study sample onthe degree of awareness of science teachers to the hot Seat strategy according to the variable (of gender) in favor of the female teachers. On the other hand, the results revealed that there were no statistically significant differences at (α=0.05) between the averages of the responses of the members of the study sample due to the teaching experience.  In light of these findings, the current research made a list of recommendations, and suggested conducting further descriptive studies both to explore the use of the hot teaching strategy in other courses at different educational stages, and to identify the training needs for science teachers in using active learning strategies.