This paper outlines a research study involving a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers by increasing content knowledge, self-efficacy, and interest in these content areas. The selected program component describes the authentic summer research experience that engages preservice and inservice teachers more deeply in scientific and mathematical thinking for teaching and learning. Participants work alongside scientists and university faculty in the field and laboratory in an intensive 30-hour experience involving original research. Following the experience, participants utilize their research logs to report on the research conducted and create a 5E instructional unit that translates their research experiences into classroom practices. Qualitative and quantitative findings and implications are presented.