The purpose of this study is to explore elementary students' views of (NOS) to see how well they align with national reform recommendations (AAAS, 1993; NRC, 1996). Using an open-ended questionnaire coupled with one-on-one interviews of fourth-grade students conducted at the end of the school year, the researchers explored students' understandings of the distinction between observation and inference, the creative and imaginative nature of science, and the tentative yet reliable nature of science. Through interpretive analysis of student responses, the researchers describe students' views of NOS and compare them to reform recommendations for NOS understandings.