Learning content-specific vocabulary is critical for students especially in content areas such as science. However, direct vocabulary instruction is lacking in many classrooms. This case study examined vocabulary instructional strategies within a 6th grade science classroom. The following questions were addressed: (1) What science vocabulary instructional strategies are most effective?; (2) How can reflective teaching combat common misconceptions in adolescents' science knowledge?; and (3) How can reflective teaching impact students' metacognition in scientific vocabulary understanding? Three sixth grade students from an intermediate school in the upper Midwest participated in the research. Pre and post assessments, exit cards and a teacher reflection journal served as data sources. Findings show that there is not one superior way to teach vocabulary; rather the use of multiple strategies, including visual and written representation and hands-on manipulation, along with review and repetition is best for student retention. Limitations include a small sample size of participants and the need for teachers to forgo curriculum maps and adjust class progression based on student responses. Future research may focus on implementing vocabulary instruction teacher training program, vocabulary instructional strategies effect on student engagement or student feedback guiding content-area vocabulary instruction.