This research project aims to identify teacher's awareness of science capital in school and consider how science capital is raised within the classroom. The study will focus on the role of teachers and parents in raising children's science capital as well as highlighting the importance of children's engagement. The research was collected within a school in south east England. The primary research methods chosen were questionnaires, interviews with teachers and children and field notes. The findings of this study concluded that children's science capital was not explicitly considered through the teaching of science. The study’s findings also suggest that teachers and parents have a big influence as role models on children's perceptions and engagement in science. The study concludes with recommendations that the school considers including how they can engage children in science through the better implementation of the eight dimensions of science capital and nurture the links between home and school.