For the last five years I have asked students of the Diploma of Teaching and Graduate Diploma of Education to write "an individual science autobiography". They were asked to include their recollections of any science lesson that either encouraged them to do science or nearly put them off altogether. They were also asked if the content of the lesson or the personality of the teacher influenced them more. The idea came from an article I had read (Koch, 1990 [EJ419010]). The purpose of the assignment, which was not assessed was to ensure that student teachers thought about the occurrences that had influenced them as children, as a starting point for thinking how science should be taught. Interesting comparisons will be made between the reflections of the prospective primary and secondary teachers. These are contrasted with the recollections of some well-known people (scientists and others/fiction and non-fiction) taken from biographies or novels. The following are appended: (1) An Individual Science Autobiography; (2) Science-Definitions; (3) Dissections: A Summary; (4) Own View of Science-Teachers; and (5) Contradictory Reminiscences.