<p>The interaction between chemistry and the nature of science (NOS) is essential for comprehending how scientific knowledge is developed, refined, and applied. Furthermore, integrating NOS into the science curriculum enriches both chemistry and science education while promoting scientific literacy and responsible citizenship. Considering the importance of NOS and its inclusion in the science curriculum, this study aims to provide a critical image of the representation of NOS in Kosovo’s chemistry curriculum for lower secondary schools (grades 7, 8, and 9). The chemistry curriculum was deductively analyzed using the family resemblance approach (FRA) to identify NOS categories and explain how they are represented. The critical findings of this study indicate that categories from the <i>cognitive-epistemic system</i> dominate the representation in Kosovo’s Chemistry Curriculum for lower secondary education, with scientific practices being the most prevalent category. The <i>socio-institutional system</i> is less represented, mainly with the <i>social values</i> category. In contrast, <i>social certification and dissemination</i>,<i> social organizations and interactions</i>,<i> financial systems</i>,and<i> political power structures</i> are absent. The representation of other categories is far from ideal, and results indicate that a comprehensive and nuanced understanding of the nature of scientific knowledge and its societal dimensions may not be adequately fostered by the curriculum. The results of this study provide valuable insights into how NOS is represented in the chemistry curriculum, offering empirical support for targeted enhancements in key areas of science education in Kosovo.</p>