This concluding chapter brings together key themes from across the volume. To counter a deficit narrative, we draw on stories of practice from across the preceding chapters to present possibilities and opportunities for primary science teaching. An emergent overarching theme is the exploration of accessibility and inclusivity in learning in primary science from the perspectives of children, teachers and communities. The importance of multimodality, teacher professional learning and the development of STEM teacher identity were also identified as key conceptual threads running through this collection. The context-dependent nature of primary science is exemplified in discussions of science teaching in diverse and under-represented communities. The mosaic of perspectives is brought together as an assemblage, providing an evidence-informed basis for decision-making in the sector