News media can be a valuable resource for teaching science in that it can connect the science curriculum to everyday life. However, little is known about how science teachers’ use of news media can facilitate their students’ understanding of the nature of science (NOS) and the influence of science on society. Drawing on a Canadian secondary biology teacher as a case, this chapter examines how available discursive elements of a news media report were used in a classroom to create a particular view of the NOS and the societal implications of science. Through discourse analysis of classroom observations, we demonstrate how the teacher’s reinterpretation and presentation of a newspaper article about cancer-detecting dogs can shape students’ perceptions of both the knowledge and process aspects of science. Our findings reveal how teachers’ mediation of news media can emphasize science as a collaborative, creative endeavour while potentially overlooking opportunities to critically examine scientific uncertainty and methodological limitations.