This research study was designed to examine the impact of the incorporation of vocabulary instruction and various teacher strategies by a middle school science teachers team on student science achievement. The researcher focused on the teacher preparation of vocabulary word walls and the inclusion of specific words within individual units of study that would increase student science scores at the campus, district, and state levels. The study involved 320 eighth grade students at an urban central Texas middle school campus and explicitly analyzed student scores on campus, district, and Texas' STAAR tests. The research study included an ongoing discussion involving a Professional Learning Community (PLC) team that resulted in the study being a mixed method research design effort. The quantitative results of the research study revealed there was not a statistically significant difference in student campus, district, and Texas Science STAAR scores when comparing student performances in the academic years 2020-2021 and 2021-2022. From a qualitative perspective, student improvement was noted regarding increased student awareness to speak and write using appropriate academic science language in the science classroom and the student's ability to self-correct incorrect science vocabulary by utilizing the science classrooms word walls and visual organizers in journals. Teacher improvement and growth was noted in building a strong team bond, implementing various teaching strategies, and increasing positive, daily reflection that contributed to more effective teaching in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]