Citizen science (CS) has developed tremendously within the last years with manifold variations of arrangements. Each of these arrangements focuses on its own concerns and objectives. To better understand different expectations and needs of different CS arrangements further research need to be done, especially when using CS in educational institutions with high pressure on pedagogical added value. Here, we present our empirical study approach examining possible benefits for student teachers (ST) as former multipliers in elementary schools participating in an exemplarily CS project.