Each summer, one elementary school nestled along the New England coast is bustling with elementary students. The students are predominantly English learners (ELs), all of whom struggle with reading, writing, and communication skills. The students are participating in a four-week summer program focused on increasing literacy skills through scientific investigations. For these students, this is an opportunity to become young scientists. For their teachers, however, this is an annual professional learning opportunity, in which they gather to improve their own teaching of science content and literacy processes. Before talking about teacher learning, let's first look at student learning.