This paper describes a longitudinal case study that examined the various products that a primary grade student created as he co-researched with his teacher how to implement self-selected science inquiry in a suburban first grade classroom in New Jersey. Transcriptions of science presentations and interviews, parent and student reflection, and the student's year-long science notebook are used to retrace and examine what doing science meant to a first grade student who participated in multiple shared, guided, and self-selected science inquiries. The importance of including family in the school learning environment and the need to cross the border into home with science investigations initiated in school are documented. This case study not only describes how a young student developed his science literacy, but also how he became a science education researcher. (Contains 17 references.) (Author/WRM)