Educators and researchers often suggest that participation in "real" science may help students "think like" or "see themselves as" scientists because students participate in and contribute to the broader scientific community. However, bringing citizen science (CS) activities into the classroom does not necessarily lead to these outcomes. In this article, the authors draw on findings from their research (Ballard, Dixon, and Harris 2017) and offer a framework to help educators approach "any" CS project. The authors share a research-based framework intended to help educators think beyond "what" CS activities to do and consider "how" to design and facilitate those activities for meaningful student learning. The activities and practices outlined in this article can help educators design and facilitate CS experiences that engage students in science content and practice, help students begin to recognize themselves and be seen by others as experts, and take action with science in their lives and communities in personally consequential ways.