This pre/post quasi-experimental study investigated the effects of Literacy Integrated with Kindergarten Science (LINKS), a three-week intervention that integrated science content into existing components of literacy instruction (e.g., shared reading, literacy centers, writing), on the science learning of kindergarten students, including those at-risk for learning disabilities. Students from nine inclusive kindergarten classrooms and their teachers participated. Classrooms were balanced based on teacher and classroom variables and purposely assigned to treatment (LINKS) or comparison (business as usual) conditions. Students' science learning, depth of knowledge, and perceptions were evaluated. Five treatment teachers were trained on LINKS components and implemented the intervention's three components (interactive read-alouds of science informational texts, science-infused literacy centers, science writing activities) during the kindergarten language arts block. Results revealed the treatment group significantly outperformed the comparison group on a measure of science learning (science content and inquiry skills). Treatment students also had significantly greater growth in answer complexity scores and were able to verbalize a deeper understanding of science content covered during the intervention period than comparison students. Additionally, student perceptions of their learning were revealed in themes of school enjoyment, accomplishments, misconceptions of science, and integrated learning. Implications of findings and recommendations for future research are discussed. [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.]