In many classrooms, elementary teachers focus their efforts on literacy and frequently marginalize science instruction. In order to increase time spent teaching science, a local school district initiated a program that coupled literacy with standards-based, inquiry science instruction. Utilizing a qualitative, case study approach, this research explored how teaching physical science through inquiry affected teachers’ knowledge of the particulate nature of matter, self-efficacy, and pedagogical content knowledge. The results of the inquiry revealed that a sound understanding of good inquiry practices did not always translate to practice, that teaching through inquiry with prior knowledge of the particulate nature of matter can uncover gaps in this knowledge, and that self-efficacy was only influenced by the teachers’ knowledge of the particulate nature of mater if the teacher understood the connections between this knowledge and their teaching practice. A manuscript was published in The Art and Science of Partnership: Catalytic Cases of Schools, Universities, and Community Renewal.