This survey study examined the extent to which science teachers report implementing science literacy practices aligned to Common Core State Standards and Next Generation Science Standards. The instrument was emailed to all secondary science teachers (N=2519) in one northeastern state and 14% (n=343) responded. Practices that reflected disciplinary literacy were implemented more often compared to practices that reflected intermediate literacy. Since the development of intermediate literacy skills are important in the progression from foundational to disciplinary literacy, results may indicate that secondary science teachers are not providing enough support for students to be competently literate in science. This, in turn, impacts students' ability to use fundamental literacy skills toward knowledge-building in science, achieving a derived sense of science literacy.