Creative movement as a strategy that may be useful for teaching science to middle school students is examined in depth. The literature background is investigated in several areas that relate to creative movement including drama, active learning, kinesthetic learning, semiotics, learning through play, social interaction, creative movement, and physical education. A qualitative study is undertaken in which six grade seven students were taught two units surrounding the particle theory through movement. Results indicated two major outcomes for teaching science through movement. (1) Learning of science knowledge was increased and (2) student attitudes towards science were improved. Results suggested that creative movement was an effective strategy for teaching science to middle school students. Possible reasons that were revealed include: active learning, higher levels of engagement, social interaction, problem solving, effective group work, positive effects of movement on the brain, movement highlighting relevance, and accessing the affective domain through fun while learning.