The Next Generation Science Standards (NGSS) demand that science educators shift from traditional to NGSS teaching and learning. The purpose of this qualitative case study was to explore the change process of shifting from traditional one-dimensional teaching to NGSS three-dimensional teaching and learning. A survey was sent to all science framework writers who developed resources to support science instruction across a central southwestern state to select participants. Of the survey respondents, eight participants who self-identified as sustaining instructional shifts in science were selected. Data collection occurred through interviews, field notes, documents, and artifacts. Six themes emerged from data analysis and synthesis of participants' experiences and resources. The study revealed six themes: knowledge and understanding, collaborative professional development, curriculum and resources, teacher mindset, administrative support, and classroom environment changes. Change agents for science education can use this study to lead educators to instructional shifts from traditional to NGSS. Findings from this study can be used to inform change agents for science education of the factors impacting instructional shifts in science to lead educators to shift from traditional to NGSS. [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.]