In order to understand our dependency on technology and the possible loss of control that comes with it, it is necessary for people to understand the nature of technology as well as its roots in science. Learning basic science and technology concepts should be a part of primary education since it gives children the first understanding of the natural and artificial world around them. In the Netherlands, science and technology is a recommended topic to teach at primary level. However, primary teachers struggle to teach science and technology and their knowledge of science and technology concepts is not on a desired level. Professional teachers’ training activities have been organized to help primary teachers to implement new activities in their curriculum, but regardless the efforts, the problem still remained. The purpose of the study was to find evidence of existence of conceptual problems with primary teachers and student teachers and offer a method that helps teachers to use their knowledge when designing science and technology lessons. The study was interested in founding out what the level of science and technology concept knowledge of primary teachers is, what the nature of the ‘misconceptions’ is, and how these ‘misconceptions’ can be dealt with? Eventually, the research wanted to know how science and technology concept learning and teaching can be improved. The solution entails a knowledge-theoretical model that can be used in a combination with different pedagogical strategies. The model was tested by proving that at least one such a strategy approved to be usable for at least one teacher. The research brought new insight into the knowledge level of teachers and students in science and technology and offers a method that helps the process of teaching and learning science and technology.