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The aim of the study is to investigate the effect of a chemistry teacher’s understanding of the nature of science and the level of his educational qualifications on the quality of his school examination questions. Two hypotheses were formulated:

1)               Chemistry teachers who have the same qualifications will write examination questions of a similar quality, regardless of how well they understand the nature of science.

2)               Chemistry teachers who have the same understanding of the nature of science will write examination questions of a similar quality, regardless of the level of their educational qualifications.

The results show that the first hypothesis is true for teachers who have a B.Sc, in chemistry and an educational degree, but significant differences in the quality of examination questions were found for those teachers who have only a B.Sc, degree in chemistry and different levels of understanding science. The second hypothesis is also true for teachers who have an average or below average understanding of science. However, educational qualifications make a significant difference to the quality of school examinations make a significant to the quality of school examination questions for those teachers with a high understanding of the nature of science.