Consider the extent to which primary science teaching has evolved since it became a core subject in England with the introduction of the National Curriculum in 1988, and the pace at which theory-driven classroom practice has advanced. It is no wonder that, given the recent economic restructuring and boom in technological development in China, great changes are also afoot in the way science is taught in Chinese classrooms. In November 2012 Joy Parvin and article author Gayle Pook, from CIEC Promoting Science, were privileged to visit the South East University (SEU) in Nanjing to deliver a three-day workshop sharing primary science teaching and learning strategies routinely used in many classrooms in the UK. Most of the strategies use resources that develop enquiry in industry-based contexts, which is the focus of CIEC Promoting Science. The opportunity came by invitation of Handsbrain Education--Jiangsu Province, which is supported and funded by the Chinese government, SEU, and other Chinese education foundations. As a non-profit making training institute, it is devoted to teachers' professional development and the sharing of leading science education ideas from around the world. The "Learning by Doing" curriculum, drafted in 2006, plays a big part in the science education reform. Traditionally, science teaching in China is not enquiry based, but focuses on the use of textbooks and rote learning. Science has not been thought to be as important as the teaching of English, maths, and Chinese. It is not a core curriculum subject and it is not unusual for a scheduled science lesson to be hijacked for extra maths. In spite of this, reactive- and enquiry-based teaching is becoming more commonplace, although there is still much to do to provide teachers with the relevant skills. The reform programme is working to provide the appropriate professional development, drawing upon international best practice, to ensure that the change will be appropriate, and current, in the markets where China is now engaging. In this article, Pook describes the Learning by Doing initiative and the impact it had on her three-day workshop.