As a result of the COVID-19 pandemic, many professional development programs have been canceled or postponed. Many teachers are working from home, at least in part, limiting how frequently they can interact with colleagues and interrupting the ease of popping in on the teacher next door. Because these common resources are out of reach, teachers are turning to online resources more than ever. One of these online resources is Pinterest. Pinterest is a social media website where individuals can bookmark content found elsewhere on the internet in one convenient place. However, teachers and scholars have expressed concerns about teachers' use of Pinterest, including concerns about cute instructional ideas that lack conceptual content, pressure to have a "Pinterest-worthy" classroom, and wasted time from scrolling through endless content. In this article, the authors offer suggestions on how to intentionally use Pinterest to support science instruction, especially elementary science instruction, by taking advantage of its strengths while avoiding some of the concerns.