Members of "Primary Science Review" Editorial Board explain what drew them to science. Alan Peacock, "PSR" Editor, emphasises the need to preserve children's sense of wonderment about the world. Robert Collins, a science educator in the Faculty of Education, University of Strathclyde, thinks people are "secret science superstars" and reminds one to celebrate the teachers who quietly sustain children's motivation to learn science. Ian Milne talks to children themselves in order to explain why science should still be part of the primary school curriculum. Keira Sewell stresses the part played by science in children's critical thinking and their ability to engage in debates about what will be possible in future. Mick Dunne emphasises the significance of asking "Why?", even before children recognise it as science, and that every good question leads to two more. Peter McAlister wonders about the limitations of seeing science as a subject in the primary school, and prefers involving children in a "venture" that involves thought-provoking enquiry. Natasha Serret explains how wanting to be an astronaut at the age of 10 led to a passion for science. Sarah Earle stresses that to teach science to young children is about helping them to use their natural curiosity in an increasingly systematic way. Tara Lievesley sees that working in science with children helps her remain a "37-year-old child". Richard Watkins stresses the importance for children of an emphasis on the big ideas and big names of science. Liz Lakin wonders about that bumble bee on the ceiling, and how it helps children ask and explore difficult questions for which there are no immediate answers. Finally, Carolyn Lindsay asks "Why not?"