The purpose of this article is to describe how Finnish craft science relates to school craft education. First the Finnish craft science and education priority area in the technology education science framework is described. Based on that, how the dimensions of the auxiliary sciences of craft science relates to school craft education is described. The result of the study consists of six craft education dimensions from which a teacher can define overall objectives for craft learning task planning. They are also divided into three student-centered learning task planning approaches. These are product remodeling, product development and pupils’ own product creating. Overall, this information can be used as a theoretical basis through which to study more broadly why pupils should produce products and what kinds of product would be useful and meaningful to design and make in school craft. The information can also be used to plan school craft curricula.