Reform documents like the Next Generation Science Standards call for the integration of science practices and content. One such framework that leverages science practices to support learning of content and practices is the Science Writing Heuristic (SWH). This study examined where 33 teachers focused their attention over the course of a 3-year professional development project centered around the SWH approach. Results indicate that teachers tend to focus on broad proxies for learning such as student behavior, ownership, and engagement. Participants also focused heavily on curriculum and planning. Despite having a professional learning experience that emphasized student learning, far less attention was paid to student thinking. Implications for research and science teacher educators are discussed.