Teaching has long been debated as either an art or a science. This article examines perspectives from major educational theorists, including Johann Friedrich Herbart, who emphasized a scientific approach through structured teaching steps, and psychologists such as Thorndike and Skinner, who stressed objectivity, measurable outcomes, and programmed learning. While these scientific approaches provide order, precision, and standardized results, they often lack scope for creativity, critical thinking, and emotional involvement in teaching–learning processes. On the other hand, advocates of teaching as an art highlight the role of teacher enthusiasm, creativity, communication, and sensitivity to learners’ needs and differences. The article argues that effective teaching must balance both the measurable and the humanistic aspects of education.