This study responds to the need to produce inviting learning environments that help to build intentional science learning in early childhood education. We present a free-choice science learning environment on plant diversity in the fall. From the moment it was implemented, we analyzed whether children of different educational levels acted in accordance with the objectives put forth in each activity of the environment when they are given free choice. We also explored the potential relationship between achieving the stated objectives and social interactions. The participants were 13 three-year-old children and 14 five-year-old children. The free-choice sessions were video recorded and supplemented with notes taken by three researchers in a field notebook. From the records, we categorized the data according to the actions we expected of the children in each activity, related to how they interacted with the materials and the social interactions that emerged. The results show the influence of social and material interactions, as well as the children's previous knowledge, in attaining the objectives laid out in the design. Based on these results, we propose some principles and guidelines for designing, implementing and evaluating these learning environments in early childhood education, as well as future lines of research.