The selection of science as an examinable subject at both second and third level is seen as less favourable by Irish students. This decline has prompted universities, as key stakeholders, to respond with a surge of science outreach strategies and interventions. We argue that teachers and teacher educators are well placed to play a strategic role in science outreach efforts by considering micro- meso- and macro-pedagogical innovations. Micro-pedagogy involves the application of effective lesson hooks, and creative approaches to science teaching. Meso-pedagogy involves integrating outreach strategies into science lessons in formal education settings. Macro-pedagogy outreach strategies involve larger initiatives to bring science out of the classroom into the public view, working in tandem with micro- and macro-pedagogic strategies to produce meaningful learning experiences that yield greater engagement and personal interest. This paper will highlight the critical role of teachers and teacher educators in promoting science and offer examples of micro- meso- and macro-pedagogical innovations.