This case study of a midwestern school district's reform effort explored the treatment fidelity of the Science: Parents, Activities, and Literature (Science PALs) project. Data were collected from the perspectives of three stakeholders: students, school district, and parents. Students' and school district supervisor's perceptions indicated that teachers were implementing predicted curricular and instructional features promoted by the Science PALs project. Students' perceptions of their current teacher's classroom performance did not parallel the supervisor's perceptions of the teacher's implementation. Parents' perceptions and comments indicated a high level of satisfaction with the implemented features. Collectively, the three perspectives suggest that the Science PALs project was successful in changing the classroom practices of K-6 teachers involved in the professional development. The results of this study appear to support the findings of other recent studies that indicate the need for extended professional development and support to fully implement changes in elementary school science instruction.