The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives utilized in secondary agriculture programs. The objectives of the study were to determine if CLGs were an effective means for increasing: a) the number of science integrating learning objectives utilized in agriculture courses; and b) the number of science integrating learning objectives that require higher levels of cognitive processing in agriculture courses. Overall, the findings revealed that the CLG process lead to an increase in the total number of science integrating learning objectives and an increase in the number of science integrating learning objectives that require higher levels of cognition. Matched-sample t tests revealed that the increases in the number of science integrating learning objectives and objectives that require higher levels of cognition were statistically significant. It is recommended that researchers investigate methods for improving the specification, revision, and implementation of science integrating learning objectives used to guide student learning experiences in secondary agricultural programs of study.