The purpose of this applied research study was to improve the use of three-dimensional pedagogy in science classes in chronically low-performing schools. The need to build teacher capacity became evident after the state adopted more rigorous science standards revealing deficits in teachers' pedagogical content knowledge. This study utilized two elements, three-dimensional professional development and the science cadre, to build teacher capacity as well as foster collaboration and create buy-in throughout the district among science leaders. Data collected and analyzed from classroom observations, student surveys, and teacher interviews revealed improved usage of three-dimensional instruction and increased buy-in throughout the district to implement three-dimensional instructional practices. [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.]