The authors begin the chapter with an assessment of the current state of science teaching and learning in elementary schools. This is followed by an examination of our collaborative work with elementary teachers. The authors describe their approach to professional development in inquiry-based teaching and learning as well as the use of a Kids Inquiry Conference (Saul et al. 2005) as ways for students to engage in conversations similar to those of practicing scientists. The authors end with an examination of what they’ve learned about science teaching and learning by creating spaces for professional dialogue between university-based teacher educators and elementary school–based practitioners.