The purpose of this study was to identify evidence in student work of teachers' uptake of educative features in educative curriculum materials. These are features in curriculum materials designed with the specific intent of supporting teacher learning and enactment. This study was prompted by previous work on educative curriculum materials and the need to determine how teachers' use of educative curriculum materials can influence student learning. Student work from two fourth-grade teachers' enactment of an electric circuits unit was analyzed for evidence of teachers' uptake of educative features, which included characteristics of quality for particular science practices. Findings from the student work revealed that the teachers used many of the supports in the educative curriculum materials, especially those that could be used directly with students. The student work also reflected characteristics of high-quality science practices, which were only supported within the educative features. This study supports and extends other work related to how teachers' use of educative curriculum materials may influence student learning and has implications for supporting teachers' productive engagement in teaching that supports the integration of science content and scientific practices, as emphasized in current reform efforts.