This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a public charter school in Hawaii participated in the study. The participating science teacher introduced a tablet-based note taking application (TNA) to her students, and students used the TNA as their science notebook instead of their paper-based notebook. At the end of the semester, an interview was conducted with the teacher to better understand her experiences with integrating TNAs into her science lessons and her perspectives on using digital science notebooks in general. The researchers also visited the science classroom to observe students using TNAs. This paper presents findings from the interview and the classroom observation. It ends with a discussion of the potential of technology to facilitate student engagement with scientific-inquiry and science-related writing.