This study investigated the intersection of literacy instruction and high school science teaching in response to low proficiency levels in these areas and interest in pursuing STEM careers among U.S. high school students. Participants reported using close reading practices combined with inquiry-based science instruction to enhance students' science literacy and reading proficiency. Data were from document analysis, one-on-one interviews, and focus group discussions. Five significant themes showed teachers' journeys from recognizing a problem to implementing new instructional strategies while pursuing knowledge about how to continue growing their craft. The five themes included teacher awareness of students' literacy struggles, the apprehension of high school science teachers to infuse literacy strategies in tandem with inquiry-based science instruction, how academic standards highlighted the connection between science and literacy, effective instructional practices implemented by the teachers, and the role of professional development in refining instructional practices. The findings suggest that interdisciplinary instructional practices like close reading empower high school science teachers to support their students in developing their ability to read and comprehend complex texts while enhancing their scientific knowledge. [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.]