While some students will pursue careers in science, all will engage with multimodal science-based texts. The effective use of language skills is essential to support sense making in science. The purpose of this study was to examine how elementary teachers integrated language within their science instruction, and how their instructional enactments impacted students' science and language outcomes. Our study utilized a mixed-methods research design based on a design-based research approach. Our findings draw upon a collaborative professional learning group involving (n=5) grade 5 teachers. Analyzing qualitative data produced instructional profiles documenting teachers' salient views and instructional practices regarding science and language integration. Furthermore, outcomes from science content, vocabulary, and language comprehension assessments demonstrated that effective science and literacy intervention significantly (p < 0.05) impacted student achievement. While integrated approaches were successful, the teachers varied in their enactment of the integrated curriculum unit, and thus impacted student achievement. We identified gaps in certain teachers' pedagogical views related to science and language integration. Our study recommends future research of integrated science and language instruction using design-based research as an innovative and pragmatic approach.