Science education must take account of the ethnic and cultural diversity that the school population and society at large offers. All primary-school teachers have to be knowledgeable about, and sensitive to, the nature and limitations of the developing child’s thinking in various contexts and modalities. Indeed, teachers’ initial training, continuing professional development and everyday practice provide ongoing opportunities for extending such professional competencies. Science allows humans to enquire in particular ways. It is an integral part of everyone’s life but people are working against a considerable pressure which tells many youngsters that science is not for them. The excitement of discovery that exemplifies science can all too easily be neglected. Addressing cultural diversity is a whole-school issue and should receive attention at that level. The school must move towards a clear policy which is implemented throughout the school. Awareness is more than recognizing the issue.