Most school science curricula teach concepts developed prior to the 20th century, despite the failure of classical physics to explain foundational physics concepts such as atomic structures and forces. This is largely because science curricula parallel historical discoveries in science: classical physics is introduced first, followed by modern physics, which is reserved for upper secondary students since it is considered too abstract for young students. This delayed approached to teaching modern science hinders students’ ability to develop foundational ideas at an appropriate age. However, the Einstein-First project challenges this notion by introducing atoms and molecules to 7–8 year-olds through hands-on activities. This research paper presents the results from two schools, where 169 students participated in eight lessons on atoms and molecules. Student and teacher data were collected using quantitative and qualitative surveys. The student results showed that hands-on activities were effective in helping primary school students understand these so-called abstract concepts. Teachers reported that, with proper upskilling and resources, they were able to deliver the program and introduce terminology and foundational concepts effectively. This study highlights the effectiveness of hands-on activities in teaching abstract scientific concepts to primary students, paving the way for enhanced science education at an early stage.