This chapter explores the role of remembering and imagining in analyzing the microgenetic process of learning scientific concepts. We intend to amplify our understanding of the integrated and holistic nature of human functioning focusing on learning processes. We also intend to focus on how through the use of images remembering and imagining develop towards the abstractive and generalized requirement for learning scientific concepts. Using an adaptation of method of description, we explored a pair of teenage students who took part in three diverse learning experiences as a case study. The microgenetic analysis was applied to the process of constructing an answer to three questions elaborated regarding the concept of substance. The analysis shows a progressive development towards new syntheses that demonstrate a growing capacity for abstraction and generalization. This process, however, is not linear but shows steps forwards and backwards and a productive influence of the dialogue between the pair.