Regent University's professional development program engaged teachers in developing high-impact lesson plans that allow students to use language and math skills in the context of solving meaningful problems framed through science content. SEG's evaluation plan included a fidelity of implementation study and a summative outcomes study. The fidelity of implementation study relied on qualitative data collected through bi-annual group interviews with the project team and related project documentation (e.g., program flyers, enrollment rosters, attendance records). The summative evaluation used a simple pre-post design to assess change in teachers' knowledge using the MOSART science content assessment and change in teachers' capacity to provide inquiry-based instruction through pre-post administration of the Pedagogy of Science Teaching Test (POSTT). Another key component of this study was the use of a valid and reliable STEM classroom observation protocol and lesson plan review to assess change in inquiry-based instruction and problem-based learning in participants’ classrooms. Science standardized test scores in participating schools were compared to a comparison group of non-participating schools; the analysis of covariance (ANCOVA) model was used. This project was funded through a Mathematics & Science Partnerships grant administered by the Virginia Department of Education.