Due to the COVID-19 pandemic and respectively altered conditions, teachers were faced with the particular challenge of adjusting their instructional patterns. In terms of General Studies, this involved re-evaluating and balancing which scientific practices should be implemented in their lessons. However, it remains unclear whether, from the teachers’ perspective, the scientific practices can be separated from the learning opportunities already implemented in General Studies. It is also unclear how often teachers have implemented learning opportunities related to the scientific practices. These questions were investi- gated in a quantitative questionnaire study with N = 330 elementary school teachers. Confirmatory factor analyses showed that scientific practices can be empirically separated with regard to already realized learning opportunities in General Studies under pandemic conditions. Paired t-tests showed that above all learning opportunities were made to promote ‘work independently’ and ‘evaluate / reflect’. The significance of these findings for teaching the subject of General Studies is discussed.