In an era of continuing developments in science and technology, teachers are faced with an increasingly challenging task of helping K-12 students become and remain scientifically literate. Effective science instruction involves activation of prior knowledge, hands-on learning, and continuous reflection. Technology has the potential to play a supporting role, and the Ohio Schools Going Solar project (OSGS) is one example of what is available. This study examines the effect of the OSGS project on student perceptions of the quality of science learning as defined by Newmann's framework of authentic intellectual work. Results indicate a positive effect in the areas of disciplined inquiry and construction of knowledge.