Interaction between science and design and technology (D&T) in schools is seen by many educationalists and industrialists as being desirable. During the period 1970 to 1990 progress was made in the UK, however the advent of the national curriculum compartmentalised subjects thus hindering further progress. Bodies in the UK such as the Office for Standards in Education (OfSTED) and the Engineering Council have repeatedly promoted cooperation between these two subjects in schools and, since 2000, have renewed their support through several publications. Similar efforts, with varying degrees of success, have been made in other countries. Initially this article records progress made and identifies that, in the majority of cases, a "top-down approach" by educationalists has not produced significant change.This research reports on a "bottom-up", school-based case study facilitated and monitored by university researchers. The findings indicate that this can be fraught with difficulties unless approached in a carefully planned way to avoid situations where teachers challenge each others' subject knowledge and pedagogical culture. The outcome reports on how teachers in the science and design and technology departments of a school achieved a measure of success and concludes with a recommendation of a way forward in facilitating interaction between these two subjects. (Contains 2 tables.)