High school science teachers require increased skills in science research literacy, so that their students develop research competencies in the classroom (Evans, Warning, & Christodoulou, 2017; Udompong, Traiwichitkhun, & Wongwanich, 2014). For teachers to promote a scientific atmosphere, literature points to training that fosters authentic spaces in the school setting. Working in collaboration with scientists offers teachers ways to scaffold laboratory experiences that address the needs of their students and models scientific communication and behaviors (www.nextgenscience.org/faqs). This research includes creating and sustaining long term collaborations between scientists and teachers while also identifying professional development that enables both laboratory research and science education. Applying science research literacy skills will empower teacher to meet the challenges set by national standards, through which science laboratory experiments in secondary education classrooms necessitate teachers to embrace new methods of lesson delivery and identify organic points, in the required curriculum, for the incorporation of authentic scientific inquiry (Ufnar & Shepherd, 2018). Observing and interacting, with the participants throughout the various levels of immersive I anticipate creating enhanced programming, science teacher PD’s, and workshops that will enable science teachers, both face-to-face and via virtual-hybrid programs, to impart the sense of being in a lab to their students while bringing authentic research activities to life during classroom inquiry. This promotes culturally relevant experiences within the context of the scientific one. Ideal subjects for this study will be in-service science teachers in possession of a minimum Bachelor’s degree. Subject matter and experience in research science is not a disqualifier. However, interest in life science, biological science, health science, environmental science, or biochemistry will be required. Through ethnographic research, the cultural forms, values, and practices that are essential to the cultural reproduction of scientific research literacy will be documented. I will engage in this research as an ethnographer and having the role of active observer, analyzing cultural behaviors (Brandt & Carlone, 2012; Camarata, et al., 2017) and the development of science research literacy of science teachers following engagement with professional research scientists during immersive professional development programs. Ethnographic research will allow me to uncover the practices as I experience the process along with the participants and while my research will be conducted through an ethnographic lens, writing will be included as to acknowledge the work as a case study bounded by the shared experience and context of the participants. Moreover, following the proposed research, teachers could enact a swift change in science classroom culture, by embracing a more scientific one (Erickson, 1984). / Math & Science Education