At the heart of theoretical and practical ideas about science education is an image of scientific work. This image draws attention to particular features of scientific work which then guides scholarship and pedagogy in science education. In the field of science education much discussion in this vein focuses on the question ldquo What is the nature of science rdquo Most images of science found in education psychology and philosophy emerge from conceptual and methodological perspectives that emphasize norms conventions and broad trends. I propose that the vital qualities of science are best illuminated by just the opposite process by appreciating the uncommon rather than common features. By attending to individual variation we are more likely to understand what makes science a creative motivating and deeply personal enterprise. In addition appreciating these variations reveals judgment creativity adaptation mdash the hallmark of scientific work. Implications of this perspective for science education are discussed.