The purpose of this study was to examine how specific objectives stated in the TESSA Science OER reflect the profile dimensions for teaching basic school Science in Ghana. The TESSA Science OER has been developed based on the Science curriculum of schools in Sub-Saharan Africa region to promote effective science teaching. Ghana is one of the partnering countries, which helped in the development of the TESSA OER and have initiated its implementation. The qualitative descriptive design was employed for the study and document analysis was used as the data collection tool. In all 30 TESSA Science OER units were examined. Probing the TESSA Science OER based on the curriculum developers’ requirements, it came to light that more emphasis has been placed on some of the profile dimensions in the TESSA Science OER than what is seen in the Ghanaian basic school science curriculum. It isÌýrecommended that workshops and in-service training on the use of the TESSA Science OER be organised for basic school science teachers, to assist basic school learners attain some level of scientific literacy. This feat would enhance learners’ interest and also help them to develop a positive attitude towards studying science beyond the basic school level.Ìý