The purpose of this study was to determine the impact of Snacks on secondary school students' science learning and science self-efficacy. This study also explored the relationship between teacher science self-efficacy and confidence. The study utilized thirteen (13) teachers participating in an inquiry science professional development that occurred on July 24-30, 2011 at a public state university. The study also employed seventy-five (75) students from a magnet secondary school. Qualitative methods such as interviews both focus group and semi-structured interviews and observations were employed to evaluate the impact of Snacks on secondary school students' science learning and science self-efficacy. The study revealed that Snacks had significant impact on knowledge, attitude, confidence and understanding for both students and teachers. The study also showed that Snacks helped to increase students and teachers' science engagement, interest and enthusiasm. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]