This paper describes the design, testing, and analyzing of a model to improve science teaching and student learning in the classroom. The model centers on empowering classroom teachers enrolled in a graduate course with knowledge of the research literature in a way that improves their ability to teach science and to bring the world of research and practice closer together. The paper describes how the model was implemented in a doctoral level course, Advanced Science in the Elementary School (EDCI 683). The study involved pre-course interviews with K-12 teachers enrolled in the course, analysis of teachers' research papers, videotapes of presentations they made at the end of the course, post-course surveys, and post-course interviews. The results suggest that once the teachers see a connection between the research world and their classroom, research becomes of value to them, and they introduce changes into their classroom which improve student learning in science. Three appendixes present: information on EDCI 683, titles of research papers, and the post-course survey. (SM)