This article describes a portion of a long-term action-research project investigating the teaching of the science of transportation to high school students using the case study or experiential method. Other aspects integrated with the project-oriented study are the use of Constructivist theory, the Socratic Method, and the incorporation of competitiveness and accountability as experienced more typically in a business rather than an education environment. The authors describe the role of the Institute, the need for intervention, and the framing of assignments to make a broad range of topics in engineering, science, and management among others within reach of 9th to 12th grade high school students. By constantly monitoring students' comprehension of complex material, the faculty, staff and professionals got new insight into their own practice as teacher educators. The ongoing action research intends to follow students after the completion of the program to measure the sustainability of their learning experience. (Contains 1 table and 2 figures.)