The objective of the empirical study was to explore which teaching methods science teachers in elementary schools describe that they use and the effects these methods have on student motivation towards the subject, according to these teachers. The study is based on the socio constructivism perspective while also correlating pragmatism and cognitive constructivism in relation to teaching methods in science lessons. Semi-structured interviews have been conducted with experienced and skilled elementary science teachers from around the district of Jönköping. Through the interviews the teachers gave accounts and descriptions of teaching choices they make for their lessons. They also accounted for the tangible effects these methods had on students’ motivation in the subject. As per the results of this study, it is perceived that the interviewed teachers base their teaching on the previously described learning theories. As they are a vital part of our education and learning in Sweden it is fair to point out that the integrating of these teaching and learning theories fit different scenarios of learning differently. Therefore, they absolutely need not necessarily be considered as contradicting each other as much as complementing the other as evidently shown in the study. Because learning theories have differing focus in learning, teachers would be well placed in their pedagogical aspirations by using different learning perspectives to be able to cater for different aspects of learning. Furthermore, different curriculum needs may require different theoretical learning focus. The teachers’ descriptions about their teaching methods suggest that they seek theoretical support and inspiration from various learning theories, more so, in this study, from sociocultural perspective and through pragmatism. This study has also revealed that the teachers make use of an accumulated repertoire of subject know-how and are actively using it in various ways to impact student learning and motivation. As teachers, the right attitude would be to understand which methods fit the class dynamic as this will affect student engagement and subsequently, performance and motivation. It is clear therefore, that the need to adapt teaching to cater for students’ individual needs should be deemed a good reason to help unlock students’ potential in their quest for knowledge acquisition