More attention should be placed on student engagement and the teaching of lessons that promote equitable opportunities to learn science in a way that students can relate to and enjoy. The purpose of this action research study was to investigate and improve student engagement in urban elementary science classrooms. Also, to discover how best to support teachers in this endeavor. Participants and data collection in Cycle 1 consisted of interviews with a parent, a principal, an assistant superintendent, and educators. Findings included the importance of both ongoing professional development and opportunities for teachers to connect to share ideas and resources. Cycle 2 action steps included conducting teacher led professional development, followed by professional learning communities (PLCs), interviews, and observations of teachers. These action steps were designed to help discover how a fellow science educators could best support peers to consider and work to improve student engagement in 5th grade science classes. Findings from Cycle 2 included benefits of teacher led professional development and professional learning communities, as well as areas for further support. Implications include benefits of partnerships between teachers and district leaders, and continuing to offer opportunities for teacher collaboration. [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.]