Engagement in meaningful and authentic science learning requires students to access not only the science content and practices but also the academic language required to talk and write within science classrooms. This academic language creates a challenge within science classrooms as for many students this language differs from their everyday language. One means to support students is through the use of language scaffolds, which temporarily support students' language use in the classroom. Scaffolding student language requires that teachers understand their students and the language being used during lessons, to identify and support the targeted language that can be provided during instruction. Regrettably, many teachers struggle to make their language expectations clear for themselves or their students, and in turn, prioritize content instruction over language instruction. Science teachers and science teacher educators must continue to explore ways to identify language expectations, as well as strategies to scaffold language, in order to support student science language use. To that end, this study sought to examine the successes and challenges an elementary science teacher experienced while planning and implementing science academic language scaffolds, through his participation in an instructional coaching partnership. Findings show successes in articulating language expectations and using point-of-need scaffolds, while challenges were experienced related to balancing content and language instruction, as well as the use of scaffolds that focused on narrow language use. Implications for teachers and teacher educators interested in supporting science language are also discussed.