Science Capital is a lens through which to consider why and how some young people participate in and engage with science-related experiences, whilst others do not. As Archer's team of researchers describes, a young person's Science Capital is a 'hold-all or bag' containing what you know -- your scientific literacy and related knowledge; how you think -- your attitudes to science, ways of thinking; what you do -- science-related activities and behaviours; and who you know -- science-related social contacts and networks (Archer et al, 2018). An understanding of the theory of Science Capital is a great asset for primary teachers who are considering how to raise the aspirations of their pupils in regard to science and science careers. Research into young people's (age 10-14) science and career aspirations initially took place in the sphere of secondary education through the ASPIRES project (2013). One of the conclusions of the project was that primary teachers need to take the first important steps towards addressing the inequalities that lead to certain groups of young people entering a science career post-16. Research carried out by the Centre for Industry Education Collaboration (CIEC, 2020a), based at the University of York, supports the idea that educators can change the attitudes of young children of primary age who struggle to see the relevance of classroom science to their own lives and the world around them. In this article, Clare Docking explores some ways that children's Science Capital can be raised using Centre for Industry Education Collaboration (CIEC) approaches, resources and continuing professional development (CPD).