Our concern is in how the process of imagination situated in a cultural, social practice comes to play when children invent, anticipate and explore a problem that is important to them. We argue that in order to enhance our understanding of young children’s learning and meaning making processes when exploring issues related to science and sustainability, research that investigates imagination is fruitful. The specific aim of this paper is to empirically scrutinize how the children’s process of imagination emerges, develops and what consequences it will bring to the situation. We approach imagination as situated as an open, unscripted act that emerges within the transactions. The empirical study was conducted in a Swedish pre-school and data were collected ‘in between’ a science inquiry activity and lunchtime.We searched for a specific video-sequence where the children invented a problem together and lived through the process of imagination and something new was produced. Our analysis shows that imagination has a great significance when children create, extend and provide different solutions to a problem. An educational implication drawn from the study is that if the purpose is to support children’s imaginative flow then the value of teachers practicing an open, listening approach becomes vital. By encouraging the children to explore their concerns and questions more thoroughly without given any new recommendations or suggestions, the process of imagination might flourish.