<p>Wherever scientific research can be found, science education is usually present too, and vice versa. Moreover, the sites of science and science education often contain much else besides: commerce, bureaucracy, spiritual exploration, family relationships, national security, occupational/environmental health and safety, activism, and so on. Even practices that are clearly scientific overlap, borrow, and resemble practices associated with other domains: art, music, cookery, reading, writing, business, and more. This article illustrates the hybridity of science by reviewing the history of science literature and offering examples from the author’s past work. That hybridity should inform any science education pedagogy that gestures to the “Nature of Science” and/or that centers on scientific practice and not just formal scientific knowledge. Practices resembling scientific practice can be found in many parts of the non-science curriculum and could be taught in the science classroom and/or in other classrooms.</p>