It is generally accepted that practical-based teaching forms an important part of the A and AS-level curriculum in science-based subjects. Changes to the curriculum will give teachers greater opportunities to develop their own content and resources. We explored educators’ attitudes to the practical components of biology, human biology and physical education in the A and AS level curriculum to identify opportunities for, and barriers to, the development of resources to support this teaching. Educators, registered with the Science Learning Centre, West Midlands (SLCWM) were invited to complete an online questionnaire. Separately, 15 educators were invited to the SLCWM to participate in structured discussions facilitated by the authors. Respondents (n=29) to the questionnaire rated their agreement with specific statements (Strongly Agree: SA; Agree; A; Unsure: U; Disagree: D; Strongly Disagree: SD). Practical activities were universally considered to be an essential part of student learning (SA: 90%, A: 10%); respondents considered these activities to be valued both by students (SA: 48%, A: 45%) and by universities and employers (SA: 48%; A: 41%). Respondents also indicated a desire to include more (SA: 62%, A: 31%) or new/revised (SA: 76%, A: 21%) practicals in their courses. Whilst the majority felt they had adequate resources (SA: 14%, A: 55%) to deliver existing practical activities, a significant minority disagreed (D: 21%; SD: 3%); a majority of respondents were either unsure (21%) or disagreed with the statement that they had sufficient resources to develop new or revised activities (D: 41%; SD: 3%). A large majority (SA: 34%, A: 48%) wished training and support to be provided through Science Learning Centers. There was unanimous support (SA: 90%, A: 10%) for practical teaching resources to be available online. Statements from participants in the workshop were consistent with, and substantiated the responses to, the questionnaire. Significant barriers to developing and introducing new, or reintroducing old, practical activities were identified including a lack of knowledge and experience, limited resources, perceived problems with health and safety and an uncertainty that exam boards would endorse particular activities. In conclusion, our surveyed teachers universally regard practical activities as essential to A and AS level bioscience subjects and wish to develop such resources further. The consistency of the responses expressed suggests that these views may be generalized to the wider bioscience teaching community. The barriers to developing and delivering such new activities must be addressed.