Why do people so often view science and art as polar opposites? Is it a view that is relatively new, or has it always been the case? Why is it a good idea to combine the two subjects and teach them in cross-curricular ways and what impact does it have on the learning of primary-aged children? These were some of the questions posted by science and art tutors and student teachers involved in a SciArt optional module in the third year of the four-year BA (Hons) Primary Education course at the University of Brighton (Sussex, UK). This module has been a completely collaborative venture borne out of the realization that strategies for teaching and learning science and art can be, and often are, similar. Student teachers commented on the practical, hands-on, investigative, creative and visual nature of both. This complements recent research (Chessin and Zander, 2006) that identified other common characteristics including observation, experimentation, problem solving, and openness to change. In this article, the authors share their experiences that explain why educators should think more about the links between science and art. (Contains 4 figures and 1 online resource.)