Imagine two fourth-grade classes. Both contain students of comparable demographics and highly respected teachers each with four to five years of experience. Both classes engage in science curricula that emphasize science and engineering practices as outlined in the "Next Generation Science Standards" (NGSS Lead States 2013). Both classes earn similar scores on tests that assess acquisition of science content knowledge. Yet, despite these likenesses, at the year's end, all of the students from one class view themselves to have some characteristics of a "smart science student," while only half of the students from the other class do so. You are probably already wondering what teaching practices might account for the differing outcomes in these two imagined classrooms. Fortunately, the authors of this article do not have to just imagine: a recent research study (Carlone, Haun-Frank, and Webb 2011) reports on this very situation and offers an accounting of the differing classroom practices and their impact on how students do or do not affiliate with the characteristics of being a "smart science student." Here the authors provide some ideas that can enhance the teaching of science, and believe that creating a "we" culture in the classroom where students work together to solve problems can support science learning for all students.