This chapter presents the Model Science Laboratory Project in the Rice University/Houston Independent School District. The project provided support, training, and time for teachers to refine their instruction of science to urban students in the Houston Independent School District. During 1990-2001, 95 percent of the participants remained in education and 74 percent stayed in classrooms, while only 11 percent migrated to suburban districts. The authors' research and statements from the teacher participants indicated that appropriate support, science enhancement, networking, respect, opportunity for leadership, and professional time are important to nurture and retain quality teachers.