The purpose of this study was to examine the effectiveness of an instructional program designed to explicitly teach text structure awareness to fourth grade students to assist in their understanding of science content in a unit of study on weather. The changes that occurred in teacher thinking and practice were also examined throughout the process of developing and implementing the instructional program. A quantitative analysis was performed to reveal any differences in mean posttest scores between a control group and a treatment group. Results indicated that the treatment group students' science content knowledge was increased significantly more than the students in the control group. A qualitative analysis was also performed to reveal the changes that occurred while this program was implemented into science instruction. Results indicated that by using research and results to guide her instruction, the researcher became more refined as a teacher. Recommendations for further research are discussed.