In this article, we identify and discuss the challenges of teaching science in a Bachelor of Nursing (BN) programme and report on a pilot teaching initiative undertaken in New Zealand. The initiative was part of a major funded two phased project which sought to improve achievement rates in science for nursing modules offered as part of the programme. The pilot teaching initiative, Phase Two, was designed, delivered and evaluated using a mixed method design. The article discusses the teaching approaches which were implemented, such as using narrative teaching materials, to support students to make clearer connections between science learning and their goal of becoming registered nurses. The discussion centres on what we learned from working with narratives and possible ways to lead students to see the relevance of their learning. The findings indicated a minimal impact on student achievement outcomes; however, student satisfaction data were favourable, suggesting increased engagement with science.