In introductory level courses, the learning environment of the large class makes it difficult for teachers to implement methods that facilitate and engage students through interactive pedagogies. In addition, assessment methods tend to align with the mainstream teacher-centred approach. This paper presents an analysis of qualitative data from in-depth interviews with science faculty members at King Mongkut's University of Technology Thonburi (KMUTT), who provided insightful perspectives on teaching improvements. The reflections of these teachers indicated the constraints of department, faculty and course level that challenged the transformation of science education at the university. The discussion proposed that professional learning development was highly required for any initiatives towards change in teaching and assessment practices that would result in meaningful learning by students.