The science learning area of the "New Zealand Curriculum" (NZC) (Ministry of Education, 2007) requires students to learn about "features of scientific knowledge and the processes by which it is developed" and "carry out science investigations using a variety of approaches." Investigations are mostly, but not always, practical in nature (Gott & Duggan, 1996). A science investigation is just one form of practical work and contrasts with a "recipe following" practical activity in which students simply have to follow a set of written or oral instructions. Evidence suggests that New Zealand students' experience of science investigations is limited. While students undertake some practical science investigation in schools, there is little evidence that they learn much by doing it. Students tend to see practical work as fun but disconnected from their science learning (Anderson, 2012). The authors examine what New Zealand students are learning from science investigation. The common goal of this study was to improve student learning from science investigation. It was this goal which brought together the researchers and teachers and supported them to work together and learn from each other. The project provided time and opportunity for all participants to consider current practice in the light of existing research information. This collaboration enabled research-informed changes in practice and has generated research-based evidence about student learning.