Due to a lack of science instruction and a need to serve an increasing number of students identifying as Emerging Bilingual, one school district in Oregon sought to develop a new method of integrating science and language instruction. In the model, all teachers taught science with embedded language instruction, three to four days a week, to every K-5 student, during a specific, dedicated time of the school day. This initiative sought to build science content knowledge and language proficiency simultaneously through science investigations that put language as the integral component to learning. The research was designed in collaboration with a local university as part of a long-term research-practice partnership with the goal to understand, refine, and repeat the initiative using a reflective, triangulated case study approach. The partnership utilized three rounds of teacher surveys, teacher interviews, and quantitative analyses of student science standardized test scores to understand how science investigations could build science content knowledge and language proficiency simultaneously. Results showed that the innovative initiative increased the quantity of science teaching in the district, may have increased students' science knowledge, but results also showed that improvements to the model are needed.