As coordinator of childhood science education at Brooklyn College, Eleanor Miele found an able partner in the school's assistant principal for instruction in a school where the PTA science committee wanted to improve science teaching at their school. They began by asking themselves how they could jump-start a change in science teaching culture. They suggested introducing research-based science teaching practices that emphasize doing science like scientists. The "Next Generation Science Standards" (NGSS Lead States 2013) recommends building science curriculum around science and engineering practices, with one practice being "asking questions and defining problems" (p.4). Gallas (1995) has shown that student achievement can be boosted by letting students express their opinions and evaluate other students' arguments. To successfully implement changes in teaching culture, school community stakeholders need input and ownership of the process. A team of parents, teachers, administrators, and college science-education faculty met together over the course of several weeks to collaborate on the plan. They decided to have a science museum with informative exhibits that would coincide with the final PTA meeting of the school year. This article describes that process of implementation by a team of parents and teachers to support a PTA initiative.