The purpose of this descriptive study was to examine teacher instructional dilemmas and opportunities that emerged when students worked with interactive computer-based simulation models during the High-Adventure Science (HAS) project. The intervention included the HAS digital curriculum, designed for grades 7-12. Each curricular unit was framed to address scientific questions in earth and environmental science, currently being investigated by scientists. Instructional support was provided through a 2-day professional development session and through reporting systems within the curriculum. During 1 academic year, data were collected from a cohort of 12 teachers, through baseline and postimplementation surveys. From a nine-teacher cohort subset, observation, interview, and survey data were collected during the following year. Descriptive findings indicate that a designed digital curriculum with carefully sequenced interactive models has benefits but creates instructional challenges; teacher and student roles are often flipped during the implementation of such a curriculum; and teachers may need to shift their instructional approach and find new ways to make digital learning experiences relevant and compelling as they respond to both opportunities and challenges.