<p>This study examines how Palestinian science teachers apply Pedagogical Content Knowledge (PCK) to teach cell division effectively in resource-limited and conflict-affected environments. Employing a qualitative descriptive-analytical approach, data were collected from questionnaires, semi-structured interviews, and classroom observations with four teachers from the Ramallah and Al-Bireh districts. Findings reveal that teachers with strong content knowledge used diverse strategies, including predictive questioning, group discussions, and visual aids, while those with weaker knowledge relied on lecture-based methods, which were less effective. Key challenges included resource limitations, widespread student misconceptions, and socio- political instability. Teachers demonstrated resilience by adapting local and international best practices, such as collaboration with universities and inquiry-based methods, despite infrastructural constraints. The study concludes with actionable recommendations to improve science education in conflict-affected and resource-constrained contexts, emphasizing teacher professional development, enhanced resource access, and collaborative partnerships.</p>