This paper presents a series of studies detailing the research and development of the educational science video game "Citizen Science." It documents the design process, beginning with the initial grant and ending with a case study of two teachers who used the game in their classrooms. Following a design-based research approach, this project examines the potential for "Citizen Science" to be used as an educational tool, supplemented by or used to supplement classroom curricula. By assuming a model of use and distribution in which the teacher is the central actor, the purpose of the series of studies is to detail the evolution of "Citizen Science" and its accompanying research. Where the designer-intended educational goals of "Citizen Science" were to promote content and interest development in students so as to spur local civic action, the games' use in classroom contexts provides constraints or dimensions that educational game developers should consider in their designs. Notably, they show the importance of considering the teacher practices and constraints of use when developing technology-based educational interventions that are intended to be used with minimal researcher guidance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]