This Research investigates the role of teachers in implementing Sel Directed Learning (SDL) within Science education among senior secondary students (Grades 10 and 11) in Tamil medium schools in the Beruwala Education Division. In the 21st-century educational landscape, SDL defined as the process where students take initiative in planning, monitoring, and evaluating their own learning is critical for academic success. However, preliminary observations indicate that students in this region often lack these skills, remaining passive recipients of information rather than active learners.The study is grounded in LearnerCentered Theory, Constructivism, and SocialCognitive Theory. It specifically examines how teachers facilitate time management, goal setting, and self-reflection within the Science curriculum. The objectives include identifying the current status of SDL in these schools, assessing the facilitating and updating roles of teachers, and identifying the challenges faced by educators in shifting from teacher-centered to student-centered approaches. The methodology utilizes a Stratified Random Sampling technique to collect data from Science teachers and principals using questionnaires and interviews. Key findings from the data analysis indicate that teachers' subject knowledge, self-efficacy, and intrinsic interest are direct positive predictors of their ability to foster students' selfdirected learning skills. Statistically, the study found no significant difference in the "updating role" of teachers based on demographic factors such as age or gender. However, the practical application of SDL is significantly hindered by five main themes: a lack of specific training and resources, student dependence on traditional teaching, parental expectations for teacher-led instruction, time constraints, and the rigid, examination-centric nature of the current education system. The research concludes by recommending that teachers transition from "information providers" to "facilitators" and suggests policy-level reforms to reduce curriculum density and improve infrastructure, such as smart boards and high-speed internet, to support independent learning