This study investigates the relationship between continuing teacher education and the use of Mobile Didactic Laboratories (LDMs) in Science teaching within the context of Basic Education. The objective was to analyze the impact of a continuing education program on how teachers conceive and promote the teaching and learning process in Science, with an emphasis on the use of LDMs in the municipal school system of Ji-Parana. This is a qualitative, exploratory study based on a literature review on continuing teacher education, experimentation in Science teaching, and the use of mobile laboratories in pedagogical practice. The participants were ten teachers from the Ji-Parana Municipal Department of Education who attended a continuing education program on the use of LDMs in Science teaching, conducted by professors from the Federal University of Rondonia and invited specialists. The training took place over four sessions, held in shifts opposite to those in which the teachers worked (morning and afternoon), at the UNIR Ji-Parana campus auditorium, with the participation of approximately 70 Science teachers. The total workload was 30 hours. Data collection was carried out through semi-structured interviews with participating teachers, direct observation, and analysis of the formative process. The theoretical framework was structured into three axes: (i) teacher education, based on Imbernon, Tardif, Novoa, and Gatti; (ii) Science teaching and scientific literacy, supported by Carvalho, Gil-Perez, and Maldaner; and (iii) methodological aspects, guided by Bardin’s content analysis. The results showed a direct impact on how teachers began to conceive and promote Science teaching, incorporating more investigative activities, articulating theory and practice, and exploring the potential of LDMs as a resource to enrich the teaching-learning process. It was also found that participants’ initial training was insufficient with regard to experimental teaching and that there is a lack of systematic continuing education policies promoted by the Municipal Department of Education. It is concluded that formative actions combining theory and practice, focusing on the pedagogical appropriation of LDMs, have a positive impact on how teachers conceive and develop Science teaching, strengthening scientific learning and expanding methodological possibilities in Basic Education.