Recent calls for border crossing between reading and science have heightened the need to support science teachers in integrating reading into science and to verify the robustness of this approach in the context of inquiry-based science. In this paper, we share what we did, found, and learned in a collaborative project in which a team of university-based reading educators and school-based science teachers worked together to infuse reading strategy instruction and quality science trade books into inquiry-based sixth-grade science classrooms. We suggest that infusing reading into middle school science enhances science teaching and learning, but is a complex, multifaceted undertaking. (Contains 1 table and 2 figures.)