Research has shown that hands-on activities in biology/science education tend to improve children's attitudes towards science. These hands-on activities can influence children's interest in various ways, perhaps because they invoke varying emotions. We used a sample of 10-12-year-old children (n = 142) to examine the effect of hands-on activities with living snails on children's achievements and disgust sensitivity. Children with living snails received significantly higher knowledge scores about snails measured with both a knowledge test and with analyses of drawings as compared with control children who received a traditional lecture without living snails. Disgust sensitivity was significantly lower in the experimental group and children who scored higher on the disgust scale received a lower knowledge test score. It would seem that the emotion of disgust negatively correlates with achievement.