Teachers often rely on curricular materials as support for implementing reform-based science practices and as educative materials to continue developing ways in which they teach and approach science. Therefore, it is important to understand how teachers develop and use curricular materials and how they learn from their experiences. However, we lack deeper dives into longitudinal relationships that teachers have with curricular materials. This study explores the ways a teacher designs and adapts curriculum over three years. The study tracks the teacher's involvement in co-designing curricular materials alongside other teachers, researchers, and curriculum designers and adapting and using these materials in her own classroom. This study will trace curricular values that the teacher uses to guide her relationships with the curriculum and the adaptations she chooses to make for her own classroom context. The study focuses on a moment in class that the teacher was particularly proud of because it created a palpable shift in the students' engagement with the content she was teaching. This study aims to draw a narrative of this teacher's journey across her three years of writing and adapting materials she was using. [This paper was published in: "Hawaii International Conference on Education Proceedings 2024."]