Christina Siry and Johaira Lara in researching pre-service teachers field based experiences of elementary science education bring to the fore the importance of teacher identity. In this paper, an alterative reading of pre-service teaching experience is given, one that complements the analysis provided by Siry and Lara, but which utilizes the cultural-historical concepts of "emotions" and "imagination and creativity". It is argued that these important concepts give further insights into becoming a teacher of elementary science.