This paper explores strategies for teachers to work with science conceptions, both those consistent and those inconsistent with western science understanding. It emphasises the value of teachers checking their own and their students' prior understanding of concepts to be learnt. A past approach of educators has been to replace old beliefs with new ones consistent with western science understanding. The approach outlined here is to develop learners' understanding of both beliefs and the knowledge of when to use them. Drawing on evidence from the latest research, specific strategies to respond to this have been suggested.