This research project examines the impact of participation in various types of science-rich professional development activities and affiliations with a larger science educator community on the science knowledge, pedagogical knowledge, and classroom practices of novice science teachers. Specifically the program follows a diverse population of novice middle and high school science teachers and their students as they participate in programs offered through the Exploratorium Science Museum. The outcomes provide data regarding the specific components of professional development programs that are the most effective in supporting quality science teaching by early career science teachers. The project uses collaboration between an informal science education institution and a research university to carry out the research.