Abstract: The assumption associated with teaching experience is that, increased teaching experience leads to increased teacher knowledge. To find out it this assumption is true for Junior High School integrated science teachers, and also determine whether not the effect of teaching experience on teacher knowledge varies in deprived and non-deprived areas, 57 Junior High School integrated science teachers from deprived and non-deprived areas were sampled from 83 Junior High School integrated science teachers. In the survey, the sampled teachers were asked to complete a 30 item test meant to assess their knowledge of Junior High School integrated science. The study found that teaching experience influences Junior High School integrated science teachers’ knowledge. Junior High School integrated science teachers’ knowledge showed a graphical variation with the number of years they have spent teaching. The effect of experience on Junior High School integrated science teachers’ knowledge in deprived and non-deprived areas was as diverse as the location themselves.