The Learning in Science Project (Primary)--LISP(P)--was designed to investigate the teaching and learning of science in the primary school. This paper summarizes the work undertaken and the findings obtained during the first 9 months of the project. During the first 6 months, an exploratory phase, similar to the original Learning in Science Project (LISP), was undertaken. Based on interviews with educational personnel and students and on observations of classroom interactions, difficulties in teaching science related to teacher background, organization, and the aims of science education were found. In addition, it was found that children have strong views about topics prior to learning, that these views are often different from scientists' views, and that these views can remain uninfluenced (or be influenced in unanticipated ways) by science teaching. A perspective on primary school science is offered with implications related to science topics and concepts, doing things, skills of investigations, student explanations, teaching strategies, and classroom implementation. The paper concludes with summaries of six LISP(P) studies. Areas investigated include: topics children are most interested in; questions children ask in a given situation; questions of greatest interest to children; and explanations or answers to questions generated by children. (JN)