A small number of programs provide training on scientific and environmental topics to early- and midcareer journalists across the globe. Yet there are questions about the effectiveness of these programs: Do they make a difference in science reporting quality or quantity? What aspects of training are most impactful? Do journalists find the training worthwhile? Using surveys, quantitative content analysis, and semistructured interviews, this study addressed these questions by exploring the process and impacts of science journalism training program on participants' reporting behavior, with a focus on how reporters use scientific information and sources, reporter confidence in reporting scientific stories, and reflections on the training experience. The empirical results reveal journalists felt training gave them more confidence and skills for science reporting, and content analyses show small positive changes in source selection, references to scientific uncertainty, and thematic framing in the year following participants' training experience. Interviews highlighted participants' opinions that interpersonal interactions with scientists are the most valuable part of the training experience.