The use of experimental activities in chemistry classes is advocated by several authors as a didactic strategy that contributes to the learning process of students. Based on this assumption, this work was developed with the perspective of investigating possible difficulties that may compromise or make it impossible for such a teaching proposal to be executed in the classes of the curricular component in question. In this direction, the research was carried out at E.E.F.M Prof. Maria Araújo de Figueiredo in the year 2019, being a case study of a qualitative nature. As a result, the structural conditions of the school spaces, the projects and financing received, the number of teachers, the most used itineraries and experimental themes were presented. The main information obtained made it possible to get to know the general dynamics of the approach of carrying out practical activities at school, where it was observed the high concentration of such a didactic strategy in teaching, most probably made possible by the participa-tion of six scholars from the Pedagogical Residency Program in the area of Chemistry who, among other things, helped in the realization of experimental practices. In the budgetary aspect, there was no insertion of resources directed to the acquisition of reagents or laboratory equipment and/or that were used for the realization of experi-ments, when these needed to be done, the students and teachers were responsible for the acquisition of the materials. Regarding capacity, two of the three chemistry teachers in the school presented teaching hours in the Multidisciplinary Laboratory. Regarding the most accomplished activities and the respective themes of the experi-mental scripts, the first grade classes in high school had the most access to carry out experiments involving, for example, the themes of connections and chemical reac-tions. In summary, this compilation of the results expresses a synthesis of the factors that can help to understand the context and the difficulties to carry out experimental activities in the school in question, but, above all, also present mobilization of the sub-jects (students and teachers) so that Chemistry is taught not only through a theoretical approach. However, this does not mean that this type of strategy is worthless, nor that the perspective of use observed in school is that recommended by advocates of con-temporary chemistry teaching. Such an analysis could be carried out in other research to outline such a perspective and/or student learning.
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