Theory and practice are an odd couple. There is little doubt that theory deserves a place within today's primary classrooms. Pring (2004) suggests that theory is perceived as having come adrift from common sense. It is easy to see how, swept along in the daily pressures of the job, busy classroom teachers may question the relevance of seemingly abstract ideas cultivated far from their own experiences. Nevertheless, the influence of well-established theories is never far from the surface in almost any primary science lesson. It seems clear that a gap exists between the broad generalisations of academic research and the specific practical expertise of the classroom teacher. Bridging that gap is educators' challenge. In this article, the author considers one approach to linking theory to practice. The author points out that by taking teachers' experiences and insights as a starting point one can make the first move within science, ensuring that research is relevant to the everyday practice of teachers and grounded in the classroom.