This study investigated one teacher's use of children's literature and trade books in teaching science in her Kindergarten classroom during one school year. The study was guided by two questions: 'How does a teacher make use of books in her Kindergarten science programme?' and 'Why does she use books in the way(s) she does?' A qualitative case study research methodology was employed in this investigation. The collected data consisted of field notes written from observations of the classroom

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... vities and transcribed from in-depth interviews with the teacher. Related documents such as samples of one child's class work, parent newsletters written by the teacher and weekly newsletters from the Kindergarten were also collected. The teacher used books to teach both science content and process skills directly and indirectly. Books were used to teach science content directly by introducing science concepts, giving information and teaching vocabulary, and indirectly by assisting visualisation and providing simulation ideas. Books were also used to teach science process skills directly by guiding children's observation and self exploration; and indirectly by engaging children in scientific behaviours and providing opportunities for engaging children in scientific discourse. This teacher had two underlying beliefs which supported her use of books in the classroom. One, a personal conviction that books supported science learning. Two, a practical intention of attracting children to explore a given activity.