Across Victoria, early childhood practitioners are incorporating science activities into daily experiences for their children. A small research project, which asked teachers to describe what they did in science and how they did it, has highlighted some interesting differences. This paper will describe case studies of four kindergarten settings and some of the experiences undertaken by the children--both as part of the formal program and through incidental play. It will consider these through a socio-cultural framework, noting how teachers used their understandings of play and language theories, to enhance children's understandings in science.