In this article, Amanda Poole looks at how the science capital teaching approach can be used to build science capital when teaching electricity in primary schools. The science capital teaching approach is a reflective framework that builds upon good practice in the classroom. The teaching approach builds upon a foundation of "broadening what counts," whereby teachers create learning environments in which all children feel able to offer contributions from their own experiences, interests, and identities. It then develops into a three-pillared approach through which teachers: (1) personalise and localise the learning; (2) elicit, value, and link the learning; and (3) build the science capital dimensions. This article describes what the framework would look like if applied in a primary setting.