This article describes a pilot study on the use of a computer supported collaborative citizen project with elementary school students. From public data available on the web, the researchers sought to understand how students engaged in science practices within a citizen science project. In addition, the researchers examined the different roles that emerged within the citizen science community. A social media feed, including posts and comments, was collected from one project within the citizen science site and analyzed qualitatively using a content analysis and role analysis. The results were contextualized to determine what guidance is needed to help teachers set up this type of project in their classrooms. The recommendations include scaffolding science practices, providing expectations for students on how to post on social media sites, and establishing productive partnerships with scientists in the community. Incorporating these guidelines within teacher education and professional development programs may help teachers provide their students with authentic research experiences through citizen science projects.