This study evaluated the effectiveness of an intensive three-week science institute for preservice and inservice elementary teachers that was funded by an Eisenhower Professional Development grant and a Regents' Initiative Research grant. The institute was held in combination with a summer science camp for elementary children. Pre- and post-assessments indicated an increased level of comfort with inquiry-based teaching, as well as an increase in content and pedagogical knowledge. On an open-ended questionnaire, the teachers indicated that the opportunity for immediate application of their own learning with children in the camp was a valuable part of the program. (Contains 1 table.)