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The Science-in-CTE pilot study tested a curriculum integration model that enhanced the science that oc-curs in CTE curricula. The study replicated the National Research Center for Career and Technical Ed-ucation’s (NRCCTE) Math-in-CTE experimental research design (Stone, Alfeld, & Pearson, 2008) with applied science in secondary agricultural education. The semester-length study was conducted in North Dakota with secondary agricultural educators who were randomly selected to participate in the experi-mental and control groups. The experimental treatment mirrored the Math-in-CTE model of extended professional development, partnering experimental CTE group teachers with science educators, and use of a 7-element pedagogic framework. Standardized measures of science achievement were administered to students to determine the impact of the treatment on their science knowledge and skills. The results of hierarchical linear modeling (HLM) analysis indicated that the intervention had a statistically significant positive impact on posttest science achievement for students in the 2nd, 3rd, and 4th quartiles on pretest science achievement. We interpreted the intervention’s effects as small for participants in the 2nd quartile and as moderate for those in the 3rd and 4th quartiles. Relative to the control group, the intervention ap-peared to have no impact on students in the 1st quartile on pretest science achievement.