In this project, we investigate the pedagogical potential of making room for wonder in science teaching. Focusing on grades 4-6 (ages 10-12), we use formative interventions (Penuel 2014) where researchers and teachers collaboratively engage in iterative cycles of team meetings and classroom implementations to create teaching models for making room for wonder in science teaching. Our research question is: What emanate as important aspects for making room for wonder in school science context? Field notes from observations of the first intervention cycle with a 4th-grade class were analysed through content analysis, guided by theoretical frameworks of teaching for wonder (Trotman, 2014; Wolbert and Schinkel, 2021), and academic emotions (Pekrun, 2014). The results show that achievement emotions, linked to success or frustration during independent explorations prevailed among students’ expressed emotions during science class. Expressions of wonder, an epistemic emotion, were associated with lesson structures that provided sensory experiences and allowed students time to deeply engage with unfamiliar phenomena that for them lacked an immediate explanation.