Although most elementary students have had experiences with magnets, they generally have misconceptions about magnetism (Driver et al. 1994; Burgoon, Heddle, and Duran 2010). For example, students may think magnets can attract all metals or that larger magnets are stronger than smaller magnets. Students often confuse magnets with magnetic materials and may say things "stick to magnets" but not consider repulsion. Driver et al. (1994) recommends using everyday experiences and focusing on the uses of magnets to help students gain greater insight into how magnets work. However, the everyday uses of magnets typically examined in the classroom (e.g., motors, electromagnets) are not developmentally appropriate for students in primary grades. Young children have difficulty understanding concepts they cannot see, even when the lesson is hands-on (Olson 2008). When content is too abstract, students have no choice but to memorize key facts and consequently never mentally engage with the concepts. Therefore, this article provides a series of developmentally appropriate experiences and discussions, which concretely scaffold students between grades 2-4 toward accurate ideas of magnetism. (Contains 4 figures.)