This action research case study explored the ability of three high school chemistry students to grow in their understanding of nature of science (NOS) during its explicit-reflective inclusion in two unit chapters on bonding (ionic compounds followed by covalent molecules). Students completed a pre, post and delayed Views of Nature of Science Form B (VNOS-B) questionnaire to measure changes in and retention of science understanding. Prior to viewing the results of classroom assessments or content assessments, students were placed into high, medium and low apparent ability levels based on the results of their pre and post VNOS-B coded results. Additionally, the study explored the mitigation of historical classroom misconceptions in units on bonding and reaction chemistry for these participants and students, in general. Classwork, classroom assessments, laboratory write ups, general cluster group discussions, established instruments (bonding representational inventory and representational systems and chemical reactions diagnostic inventory) and instructor field notes were also included in the case studies. The aforementioned information resulted in recommendations to first introduce NOS with less abstract concepts to enhance the growth in understanding of low-ability students during its inclusion with less accessible chemistry concepts.