Effective science teaching is vital for improved student learning outcomes in primary school science. Therefore, there is a need to tease out the components of effective science teaching to better understand what effective primary teachers do in their classrooms and why they do it. Four primary teachers, each nominated as effective science practitioners by a professional colleague, entered into this research study. This "entry" phase involved gathering information from classroom observations and teacher interviews to provide background information about the beliefs and practices of these teachers. This paper reports on the findings drawn from one teacher--"Deanne".