Reading ability impacts “high stakes” standardized tests that science students need to graduate, to enter college or to enter the work force. As a result, the Next Generation Science Standards (NGSS) require science teachers to implement vocabulary techniques amongst other reading strategies for improved content comprehension and test performance. Simple linear regression was applied to determine the effect of average ACT reading scores on average ACT science scores. Path analysis was utilized to explain the impact of science teacher self-efficacy (X1SEFF) and teaching of important terms/facts (N1TERMS) on average ACT reading scores (AVGACTREAD) and average ACT science scores (AVGACTSCI). Those students who have higher average ACT reading scores tend to have higher average ACT science scores. Path coefficients showed that for every standard deviation in X1SEFF, AVGAVTREAD scores increased by .25 standard deviation units. Also, for every standard deviation in X1SEFF, AVGACTSCI scores increased by .20 standard units. On the other hand, science teachers’ emphasis on important science terms produced a statistically nonsignificant negative relationship with students’ average ACT reading scores and average ACT science scores. Thus, for every standard deviation in N1TERMS, AVGACTREAD scores decrease by -.09 standard units. Additionally, for every standard deviation in N1TERMS, AVGACTSCI scores decrease by -.06 standard units. The results implied that when science teachers feel confident about their ability to teach science, there students’ standardized reading and science t est scores are higher. On the other hand, when science teachers placed moderate to heavy emphasis on teaching important science terms and facts, science students’ standardized test scores decreased. As a result, quality professional development on effective reading strategies particularly vocabulary could improve science teachers’ instructional practices on teaching science terms and facts to improve students’ standardized test scores.