The National Science Education Standards (NRC, 1996) have been one of the leading reformed documents in the U.S. since its release. It has served as a foundation for all state standards and has supported the development of the newest standards documents recently released in the U.S. (i.e., Achieve Inc., 2013; NRC 2012). One of the most important contributions this document has made is in the area of teaching, as it puts forth explicit standards for teaching science grounded framed by constructivism. These standards are quite different than what has traditionally been found in U.S. schools. This article examines each of the teaching standards outlined in the NSES, 1) to better explain the bases and importance of the teaching standard and specific less/more emphasis indicators found in the Changing Emphasis table in the teaching standards, before 2) current science education research that is forming the foundations of each of the standards moving forward is shared. Finally, examination of each teaching standard in the article concludes with exemplar vignettes to provide a vision for the enactment of each standard in the context of teachers' and students' everyday classroom and school experiences.