In this article, Rebecca Riley uses drama and role-play to provide a context for science learning and teach about STEM careers. The article discusses how using a meaningful text with a stimulating story and relatable characters allows children to become fully immersed in a narrative. By using the drama-based teaching approaches that teachers usually use to teach reading and writing, children are enabled to take control of their own science learning and make meaningful links to their everyday lives. Suggestions for good starting point texts to act as a stimulus for stories are included.