"Science for all" is not just a theme that befits the democratic society. It also exemplifies the best methodology for teaching science to children at the middle school level. For many years, teachers have grappled with trying to determine what type of grouping would most benefit their students. This article presents a strategy that highlights why a diverse classroom of students with different intelligences, talents, and abilities best enhances learning science. The author describes a technique called metacognitive circles, which is used with heterogeneous classes. Metacognitive circles allow teachers to provide opportunities to obtain, evaluate, and communicate information. (Contains 2 figures.)