Recent reform movements within the United States have called for science for all and educational reforms to support this goal. In light of these reform movements and concerns regarding learning within urban schools, science educators and policy makers have pushed for the incorporation of learning technologies within schools as a way of creating equity and promoting learning among diverse learners. The Center for Learning Technologies in Urban Schools has been working to create and adopt standards and project-based science curricula in a large systemic reform effort. A core challenge of this partnership has been to embed learning technologies within these units to support active and engaged learning. This article examines how two interactive learning technologies embedded within an extended project-based science curriculum unit are capable of engaging urban students in actively learning key science concepts.