Science teaching in Indonesia has undergone major reforms since independence. We examine the role of practical activities in secondary science from an international perspective and contrast this to a developing country perspective, identifying a number of constraints limiting the implementation of practical work. In examining major curriculum and teacher training reforms in Indonesia, continuing influences on science education from industrialized countries are acknowledged; however, unlike many other developing countries, Indonesia has essentially implemented curriculum and teacher training reforms using a pool of overseas trained senior teachers and locally trained personnel. A number of research studies on physics practical work in Indonesia are described, and the benefits and constraints of implementing practical work in physics classrooms are discussed.