Holding teachers accountable for student achievement has become a high priority for many education stakeholders (Cochran-Smith, Piazza, & Power, 2013; Darling-Hammond, 2010; Ginsberg & Kingston, 2014; Good, 2014; Wilson & Youngs, 2005). With new content standards and new statewide assessment systems, however, it can be challenging for in-service teachers to meet the needs of all students within this high-stakes accountability climate without appropriate professional development opportunities (Borko, 2004; Desimone, 2009; Garet, Birman, Porter, Yoon, & Desimone, 2001; Garet et al., 2008; Ingvarson, Meiers, & Beavis, 2005; Marrongelle Sztajn, & Smith, 2013; Penuel, Fishman, Yamaguchi, & Gallagher, 2007; Starkey et al., 2009; Supovitz & Turner, 2000; Yoon, Duncan, Wen-Yu Lee, Scarloss, & Shapley, 2007). Despite the plethora of studies that highlight findings from researcher-developed interventions, in this article, the authors hypothesize that out-of-school learning opportunities, such as academic field trips, can supplement and extend the ways in which teachers enact their content and pedagogical content knowledge, thereby improving student outcomes.