The professional development program Using Literacy Integration for Communicating Scientifically (ULINCS) is a joint program of the University of Northern Colorado and Adams Twelve Five Star School District. It had been noted that the increased emphasis on literacy skills was leading educators to place less emphasis on science. The ULINCS project asked elementary school teachers to receive professional development in science content and the implementation of an integrated inquiry-based science unit that also increases literacy achievement. Thirty teachers from grades 3 through 6 participated in the project. Teachers kept journals to record their impressions of how the project benefited teaching and learning. Quantitative assessments evaluated student growth in science and literacy. These assessments included the school district's usual standardized tests. Results suggest that when two or more ULINCS teachers are at a grade level, achievement across the grade level may be improved. Results strongly support the linkage between achievement in science and achievement in literacy when teachers are provided the time, appropriate instruction, and resources to learn the science content and the pedagogical skills necessary to design and implement an integrated, inquiry-based science unit. Findings suggest that de-emphasizing or eliminating the teaching of science to provide more time for literacy blocks may not be the "best practice." (Contains 2 figures, 7 graphs, and 15 references.) (SLD)