Each summer, an elementary school on the New England coast is bustling with elementary students. The students are predominantly English learners (ELs) who struggle with reading, writing, and communication skills. The students are participating in a four-week summer program focused on increasing literacy skills through scientific investigations. For these students, this is an opportunity to become young scientists. For their teachers, however, this is an annual professional learning opportunity, in which they gather to improve their own teaching of science content and literacy processes. This article examines how the program assists students on their academic skills and assists their teachers on their science development. It concludes when the authors evaluate and discuss their findings on how the students and teachers improved their skills.