This paper reports on an action research-based professional learning programme (PLP) in which early career teachers volunteered to identify and then research an aspect of their science teaching practice. The PLP was facilitated by academics from the School of Education and the Barbara Hardy Institute at the University of South Australia. The teachers, who worked in low socio-economic areas of Adelaide's northern suburbs, participated in the programme in order to enhance their pedagogical content knowledge about science. They also shared an interest in connecting their students to the natural world through citizen science. The PLP utilised collaborative practices and engagement within a socio-constructivist pedagogical framework. As a result of their participation, the teachers reported increased confidence to plan and teach units of work that moved away from textbook-orientated approaches to science. Teachers were interviewed at key points during the PLP, and transcripts were analysed against Tytler's ("Re-imagining science education: Engaging students in science for Australia's future." Camberwell, Victoria: ACER Press, 2007) proposed curriculum framework for science. This case study identified teacher learning, and the strengths and limitations of the PLP, thus enabling the facilitators to reflect on the programme.