<p>A science laboratory is an epistemic infrastructure in which individuals engage in meaningful tasks to develop diverse epistemic practices. In this vein, science teachers play a significant role in shaping students’ science laboratory learning experiences through making sound epistemic considerations. This paper unpacks the diverse epistemic considerations, practices, and questions (a specific practice tool) in two science laboratory lessons and a teacher interview in a middle school context, with the goal of contributing to the theoretical framework on teachers’ epistemic orientations in science curriculum making, especially in science laboratory contexts. The research question addressed is: <i>What epistemic teaching practices were present during science laboratory lessons</i>,<i> and how were the practices enacted to support students’ learning?</i> A qualitative analysis of the data identified 13 epistemic orientations in her teaching practices during science laboratory lessons. Epistemic considerations, as well as the performative and humanistic aspects of science laboratory tasks, were discussed. Additionally, the findings revealed pre-emptive measures that have not been addressed in previous literature on epistemic practices in science education contexts. The study offered a definition of epistemic teaching practice, suggested 13 epistemic orientations as heuristics for coding and science laboratory curriculum design, and contributed a new insight (i.e., pre-emptive epistemic teaching practice) to the existing literature.</p>