This article reports that for students with emotional and behavioral disorders (EBD), difficulties in core academic skills may play a large role in student success or failure in science. Why? Comprehending science texts can be particularly problematic with their complex and often unknown vocabulary words. Another problem identified as an achievement challenge are behavioral issues, such as off-task (e.g., talking to a peer instead of listening to directions) issues, because science lessons tend to be hands-on inquiry and less structured. This article offers a solution by use of inquiry-based or hands-on instruction, along with peer assisted learning, within the science classroom to enhance the knowledge and retention of science content among students with EBD. A case study that provides detailed descriptions of how to implement these approaches within the classroom or school is presented.