This chapter presents an instrumental collective case study, which explores the content knowledge related to energy of three primary school teachers after their engagement with narratives of Forces of Nature in a Continuing Professional Learning Programme. First, the rationale of the study and the conceptual framework of an Imaginative Approach to Physics in Primary Education, specifically its theoretical foundations grounded in cognitive linguistics, are presented. Secondly, the methodology with which the study was conducted is outlined, showing how teachers’ expressions were analyzed applying conceptual metaphor theory. The discussion of the results shows how teachers developed an articulated and narrative conception of energy, emerging from an interweaving of metaphors.