In this paper, we investigate the potential and conditions for using curriculum adaptation to support reform of science teaching and learning. With each wave of reform in science education, curriculum has played a central role and the contemporary wave focused on implementation of the principles and vision of the "Framework for K-12 Science Education" (National Research Council, 2012) is no exception. Curriculum adaptation--whereby existing curriculum materials are purposefully modified--may provide an important strategy for teacher leaders in schools and districts to support changes to teacher practice aligned with the vision of the "Framework." Our study provides empirical evidence that under supportive district conditions and within a research-practice partnership, purposefully adapted curriculum materials can improve student understanding of science and that these are linked to shifts teachers make in classroom culture facilitated by augmented curriculum materials.