The Learning in Science Project (Primary--LISP(P)--designed to investigate the teaching and learning of science in New Zealand primary schools, arises from the work of the original Learning in Science Project (LISP). This paper is an attempt to clarify the direction of LISP(P) as it moves toward the central phase of the research. The ideas presented are derived from information available from LISP, the exploratory phase of LISP(P), and other sources. In order to establish the foundation upon which LISP(P) is to be built, basic assumptions about learners, teaching, and knowledge as related to primary school science are discussed. The view promulgated is that teaching and learning science at the primary level should help children achieve more meaningful interaction to enable them to do things and understand events. As a result, it is suggested that primary science: (1) be concerned with children's present interactions with the world rather than their future science education; (2) enable and encourage children to develop concepts; and (3) be manageable by teachers. Implications based on this view, which include guidelines for further development in LISP(P), are addressed with respect to science topics, science concepts, doing things, skills of investigation, students' explanations of phenomena, and teaching. (JN)