This presentation provides a snapshot of two innovative professional development programmes that were targeted at developing Irish primary teachers’ Pedagogical Content Knowledge (PCK) in teaching about Nature of Science (NoS) through inquiry. The first study examined the impact participation in the programme had on student and practising teachers’ experiences of and confidence in coteaching NoS. The second explored participating teachers’ experiences of and attitudes towards teaching science and the impact their participation in the NoS programme had on pupils’ understanding and experiences of science. The findings from both studies are significant in that they provide strong evidence that teaching about NoS through inquiry has numerous positive impacts on teachers’ confidence, competence and attitudes towards teaching science and on children’s experiences of school science. The content and conceptual framework utilised in both of these programmes could easily be adapted to fit different international contexts and would augment primary curricula that are constructivist in their approach. These methodologies could also be instrumental in empowering teachers to adopt innovative, inquiry-based methodologies that would engage children and make science more appealing and interesting to them