<p> Science education research in Australia and New Zealand has a long and generative history of understanding the challenges in science teaching and learning and driving initiatives to address these. For many decades, research in science education from Australia and New Zealand has been held in high esteem in international communities of science education research. However, conversations with colleagues from different universities indicated barriers to conducting science education research, such as increasing teaching loads, lack of succession planning, and reducing opportunities to attract research funding. To investigate these issues broadly, a survey was conducted among this community. We shared this survey with 194 academics from all Australian and New Zealand universities and received 94 responses. Findings revealed structural barriers (e.g., increasing teaching loads and teaching focused roles, reduced funding available) and staffing and succession challenges (e.g., senior academics being replaced by casual staff). Although the tone of the responses was overwhelmingly negative, several pockets of hope and optimism were noted, such as increased opportunities for interdisciplinary research. The findings are discussed in the context of trends in education research more broadly and in terms of strategies that could assist science education research continuing to thrive in Australia and New Zealand.</p>