Through participatory action research with a university researcher, middle school science educators engaged in capacity building training to learn techniques for aesthetically teaching science through drawing as way of effecting meaning-making with and for their struggling readers. As a result, teachers deepened their pedagogical content knowledge and identified their own misconceptions, while previously failing students acquired epistemic agency, achieved academic success, and reported feelings of inclusion and improved learning confidence. A tentative model for teaching science as aesthetic inquiry as a form of inclusive science education was developed and will be the basis of future collaborative efforts.