In this case study, the authors collaborated with two grade 4 teachers, who participated in a large-scale professional learning program focused on helping K-9 teachers enhance their classroom practice and confidence in teaching science through inquiry-based learning. The specific research questions that guided the study were the following: (a) How do components of teachers' pedagogical content knowledge (PCK) change as they adopt drone technology in the context of a unit on habitats? (b) What challenges will the teachers encounter as they adopt inquiry-based approaches to teaching and learning using drone technology? and (c) What factors will influence the development of teachers' PCK? Using a multi-dimensional PCK framework, the authors report on changes in teachers' orientations to teaching science and knowledge of assessment, instructional strategies, science curriculum, and student learning. In addition, it was found that teacher efficacy and knowledge of student learning were highly connected factors that contributed to PCK growth and changes in classroom practice. As the teachers gained more insight into how to support student learning through the adoption of drones and inquiry-based approaches to teaching and learning, they strengthened their confidence and belief in their own ability to create classroom learning environments that could engage all learners in science. Challenges and implications related to the adoption of droned technology are also discussed.