Science communication is today seen more as transaction between different stakeholders rather than one-way transmission of knowledge from academia to society and the relationship between academic institutions and various stakeholders is more relaxed and interactive than ever before. This change has generated new challenges such as desire for new approaches and tools for science communication. The project described herein represents an effort towards these challenges by using everyday matters, more specifically claims and specifications from cooking procedures, to stimulate inquiry and science learning (e.g. “one cannot make jelly containing fresh kiwi because then the jelly will not set”). The project spans a number of educational levels including life-long and informal learning, as well as interdisciplinary scientific collaboration. This is sought accomplished within a network including not only pupils/students, science teachers, teacher educators and educational researchers, but also food devotees, professionals with interest in food, cooking and culinary heritage, researchers from various disciplines and so forth. Examples are given from formal education and informal learning contexts. Theoretical aspects including epistemic perspectives and the role of science in education and society are discussed. Also, prospects are outlined for learning, research and collaboration in the interplay between sciences, people’s everyday lives and society.