This study aims to investigate Swedish school-age educare (SAEC) teachers´ perceptions of science teaching. Previous reports indicate that students in SAEC have questions about scientific phenomena that often go unanswered and that it is common to focus the teaching on other things than science (Memišević, 2024; Skolinspektionen, 2018). The empirical material consists of six focus groups with SAEC teachers (25 teachers). The data material has been analysed through thematic analysis focusing on different answers to the didactic questions why, what, and how in relation to teaching science in SAEC. The results, in the form of themes, show a variety of purposes and content, and that science in SAEC can be taught both spontaneously and planned. These results can be used as a first building block in the construction of didactic models to support teachers’ professional judgements, analysis and decisions regarding science teaching in SAEC.