This qualitative and ethnographically inspired study aims to fill a research gap concerning how teachers in School-Age Educare Centres (SAEC) teach science when working with students in need of special support. Empirical data were collected through video observations and field notes at a SAEC at a compulsory school for pupils with intellectual disabilities. We report results supporting two main arguments: students’ potential meaning-making is guided by the SAEC teacher and her ability to offer, coordinate, and make available various semiotic resources in the teaching. Additionally, the transition from formalized, group-oriented teaching often shifts to individual and situation driven teaching, where the focus can be adjusted for each student. This suggests the need for a deeper understanding of meaning-making processes in science education within SAEC.