This article is a response to María del Mar Aragón, José Antonio Acevedo-Díaz and Antonio García-Carmona's article, which investigated pre-service teachers' understandings of epistemic and non-epistemic aspects of the nature of science (NOS) based on the historical case study of Ignaz Semmelweis and childbed fever. We situate the study in contemporary mainstream debates on teaching NOS and argue that science educators ought to focus on conveying specific aspects of NOS in-depth, instead of covering a general check list of NOS tenets in their classrooms. Furthermore, we argue that there are multiple ways of narrating the story of science, the protagonist of science classrooms, and that educators should also be conscious of the metanarratives regarding science that get conveyed in their narratives.