In this study, we consider how a group of six math and six science teachers from one high school collaborated to incorporate disciplinary literacy practices into their instruction. We followed the two STEM-focused teams of teachers from an initial, summer weeklong professional learning institute through their subsequent year of designing and implementing inquiry cycles around various domains of literacy. Our prior work analyzing teams in the humanities informs our understanding of how teams develop disciplinary literacy instructional practices (Charner-Laird et al., 2014; Dobbs et al., 2016a, 2017; Ippolito et al., 2014, 2019). Research Questions 1. What domains of disciplinary literacy instruction did math and science participants choose as focal points of their inquiry cycles? 2. How did teacher participants describe their instruction around disciplinary literacy practices?