This paper discusses an intensive professional development program designed by a science education specialist in conjunction with university science research professors demonstrating quality science teaching practices for secondary teachers in a contextual setting. The intensive professional development model was designed using research based, effective practices through field science experiences which included: (1) Curriculum developed and aligned with the Benchmarks and Standards for grades 9-12; (2) a focus on teaching through unified science concepts and processes; (3) the utilization of science process skills in contexts; (4) participation in science investigations via contextual hands-on experiences and open ended activities; (5) extensive use of cooperative group learning; (6) enhancement of teacher's science context beyond grade 9-12 standards; (7) participation in long term science research projects with a science researcher; and (8) participation in teaching learning communities. After the implementation of the intensive professional development program, an investigation was conducted using qualitative methods to determine how secondary teachers' teaching practices were impacted as a result of university science research professors demonstrating teaching practices in a contextual setting. The findings reported that the professional development model implemented did have a positive impact on the teachers' teaching practices, resulting in more student-centered instruction and an increase in student learning expectations. (Author)