The integration of science and agriculture has been discussed since the inception of agricultural education. However, the standards-based focus in public secondary education and changing climate of agriculture has brought science integration back to the forefront. Though research has indicated that the integration of science into agricultural education is effective in improving student achievement in science, there are still challenges. The instrumental case study sought to understand how Mr. Lee effectively integrated science into a traditional program while maintaining the benefits and purpose of agricultural education. Six issues, deduced from literature related to the integration of science in agricultural education, were identified. Six themes emerged that elucidate the process of successful science integration. First, agricultural educators' science content knowledge must be strengthened. Second, the pedagogy of scientific inquiry lacked components necessary for a rigorous curriculum. Third, agricultural educators who desire to integrate science should dig into their curriculum for existing science content. Fourth, collaboration among agriculture and science teachers can be fostered through involvement in the science department, and fifth the agricultural educator plays a fundamental role in curriculum planning to increase secondary science achievement. Finally, actual integration occurred in a more segmented way than proposed by Robert's and Ball's (2009) content and context dual-model.