The author recently conducted a case study describing the process a suburban Ohio school district underwent when adopting a new elementary science program. The district's seven elementary schools moved from a "totally inquiry-based science program" in 1995 to a hybrid program of "inquiry-based and textbook science program" in 2003. The study offered a unique opportunity to reflect on the process of program adoption and some of the issues involved in establishing and keeping high-quality elementary science programs. This article discusses three central issues that emerged from the study. First, although the school district's philosophy strongly supported inquiry-based science, this belief system was not necessarily supported in practice. Second, the preparation and sustained training of teachers to teach K-5 science was not strong. Teachers in the case study reported feeling competent with the science topics they teach, but they are the same teachers who reported science as the subject they are least comfortable teaching. Third, the district lacked a strong logistical support system for supplies and equipment at the elementary level, crucial to the success of K-5 inquiry-based science. Some of the suggestions made by the author include: (1) Teachers should ask for and accept the evaluation of their science programs by outside evaluators; (2) School board members, administrators, and teachers should all examine the National Science Education Standards as well as Project 2061; and (3) Both principals and teachers should receive science inservice training together. (Contains a list of 2 resources.)