In 1997, the National Bureau of Curriculum revised the Science textbooks for classes VI, VII and VIII. The revised textbooks are activity-based and use better visuals to illustrate concepts, but the teachers do not have any awareness about the use of these activity-based textbooks in their Science classroom. So in this study I explored how a teacher uses the Science textbook in her classroom and how I could help her to expand her practice in teaching, guided by the textbook. As a result, the study teacher should be able, to teach Science more effectively by using different active methods i.e. discussion, demonstration, problem-solving and group-work. This study was conducted in three stages: pre-intervention stage (the existing teaching practice of the use of the textbook) intervention stage (introducing different active methods through model lessons, co-planning and co-teaching) post-intervention stage (examing the effect of new learning for the use of the textbook). The data were collected through observations, interviews and reflective memos. The data were than analyzed by pulling together the themes that emerged during the findings. Finally conclusions to the entire process were drawn and a few recommendations were made for addressing the issues which arose from the exercise. This study provides a completely new dimension to the training of the teacher. It explains how the process of working with the teacher in the real classroom can help them and provide support to change her attitude and use her new learning. The teacher's attitude towards learning becomes positive and at the end of the study she is able to use the textbook in a more effective way with the help of different active methods, and her teaching becomes towards activity-based.