"Primary Science Review's" original "Wobbly Bits" series of articles was born back in 1997, after a conversation about this problem at a meeting of the ASE Primary Committee. The conversation turned to primary science teachers' scientific learning journeys. Each one of them could recount a story where they had completely misunderstood an aspect of science and how an activity, a conversation or an analogy had helped them towards better understanding. They recognised that they all still had areas of science where their knowledge was wobbly. They also realised that to tell these stories to a wider audience through "PSR" would have a double benefit. First, others might be helped to a better understanding by hearing about what worked for them. Second, it might reduce the guilt and embarrassment felt by teachers to know that all of teachers, even supposed experts, have these moments when their scientific knowledge feels very wobbly indeed. In this article, the author helps teachers to acknowledge that they all have "wobbles" about some science ideas, and encourages teachers to expose them. (Contains 4 figures.)