The purpose of this study is to analyse the development of pedagogical content knowledge of science teachers with different teaching experience on acids and bases. Multiple case study method was used in the study. The research was carried out with the participation of six science teachers with different teaching experience. In the selection of participants, teaching the subject of acid and bases at least once, three and ten times, and being willing to participate in the study were the required criteria. Face to face interviews, video observation, pedagogical content knowledge form, classroom observation form and academic follow-up form are the assessment tools that were used in the study. The reliability of the data in measuring tools was tested by statistical package software. With the findings from qualitative data, it was determined that teaching experience of science teachers with different teaching experience has a positive impact on their pedagogical content knowledge. Although experienced teachers in the profession, compared to less experienced teachers, have better pedagogical content knowledge in teaching the subject of acid and bases, majority of the teachers have problems with the transmission of the content knowledge. Especially for the subjects, which are difficult to learn, a common strategy for the presentation of these subjects in verbal, numerical and visual ways could not be found. The teachers lack of knowledge in knowing and recognising the student, which is one of the components of pedagogical content knowledge, was identified. It was identified that experienced teachers, compared to novice teachers, have a better level of recognising the students and in-class communication skills. Besides, it was determined that experienced teachers produce more sufficient materials in assessment and evaluation of the success than less experienced teachers. With the findings from the study, concrete proposals have been made for the curriculum of teacher training institutions, educational researchers, school managements and the ones who lead the educational policies.