From the beginning of the September 2020 school year, in an effort to engage children in school life again after a lengthy absence due to the COVID-19 pandemic, Rebecca Towner-Yates' school has adopted a 'quest' approach to learning. The concept has its roots firmly embedded in Dorothy Heathcote's 'Mantle of the Expert' (MoE) (Heathcote and Bolton, 1995). Each half term, the children are presented with a provocation that will immerse them in a narrative journey. They take on the role of an expert adviser and steer the narrative to its conclusion. Children are keen to explore more than a simple experiment, enthused by the knowledge as well as the skills of practical science enquiry. They are firm in their belief that science can support and validate their need for moral justice, and are desperate to understand not just the 'how' but also the 'why.' In this article Towner-Yates briefly describes the moment when her students are about to argue why she, the Knight of Norbury Hall -- saviour of children and protector of head teachers -- shouldn't slay the dragon that they hatched last week from an egg they found in the classroom. As the scientists and the last hope for the imaginary dragon, the 7-year-old students use their examination of bite marks and excrement in the art area to support their argument that the dragon is, in fact, an herbivore.