Communication is an important part of scientific practice and, arguably, may be seen as constitutive to scientific knowledge. Yet, often scientific communication gets cursory treatment in science studies as well as in science education. In Nature of Science (NOS), for example, communication is rarely mentioned explicitly, even though, as will be argued in this paper, scientific communication could be treated as a central component of NOS. Like other forms of communication, scientific communication is socially and symbolically differentiated. Among other things, it encompasses technical language and grammar, lab communications, and peer reviews, all of which will be treated in this paper in an attempt to engage on an empirical and theoretical level with science as communication. Seeing science as a form of communicative action supplements the epistemological view of science that is standard to both NOS and the philosophy of science. Additions to the seven NOS aspects on Lederman's ("Handbook of research on science education." Lawrence Erlbaum, Mahwah, pp. 831-879, 2007) list are put forward as well as preliminary thoughts on the inclusion of scientific communication into NOS instruction.