This paper describes the Science in the City seminar, an innovative approach to in-service and preservice science teacher development that bridges formal and informal science learning contexts. Drawing upon the tenets of design and evaluation research, the study focuses on the teachers' presentations of evidence of student learning from trips they made to the museum. The findings show linkages between teacher education, teacher practices, and student learning through (a) novel use of the museum as a place to learn science connected to mandated science curricula and (b) clear, reciprocal connections between students' learning in the museum and in the science classroom. We discuss instances of teacher learning falling short of equity goals and examine how structured and unstructured student engagement strategies were employed at meso and micro levels. (Contains 1 footnote.)