Many different emotions are described to influence students’ engagement and learning. In this study we focus on wonder because this emotion is, according to the literature, of particular interest in relation to engagement in the scientific work process. When transforming scholarly science to school science different types of knowledge and metacognitive attributes might be lost in this transposition process. However, no studies have yet focused on describing and comparing the perceptions of wonder in science among stakeholders. We used a Delphi study to examine views on the role of wonder in science practices, and science teaching from a range of important stakeholders of different areas of science and science teaching: scientists, science curriculum developers, and science teacher educators. Our findings show no major differences between the expert groups. All respondents were positive towards including wonder in teaching and their suggestions for content and lesson structures that make room for wonder in science education were very similar.