The problem addressed in this study was that students in upper elementary at four Title I elementary schools did not meet district achievement standards in science for four consecutive years, which could impede their educational and employment futures. Little is known how teachers in these elementary grades taught science content to improve student achievement. The purpose of this basic qualitative study was to explore five upper elementary educators' perspectives of science instruction to improve achievement in Title I elementary schools in a southeastern state. The conceptual framework that grounded this study was a three-dimension concept of science, including scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas. A purposeful sample of one administrator and four elementary teachers, with at least three years in their current positions, participated in semistructured interviews. Interview data were analyzed inductively and coded for themes. Participants revealed that they used contracted resources, collaborative planning, and a variety of teaching methods, instructional materials, and technology tools during instruction to improve student achievement in science, and they incorporated several assessment methods to monitor student progress toward achievement of science standards. A white paper was created based on the study's findings, resulting in three recommendations for elementary educators. Positive social change is possible if science teachers use content area reading strategies and STEM learning and are trained to use literacy assessment knowledge to improve student academic performance, thus, leading to potential postsecondary education and careers in science. [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.]