IntroductionAs students enter and progress through the secondary school years, reading and understanding concepts in the science content area becomes increasingly difficult. The concepts presented to students to learn in a high school science classroom become much more complex and abstract. Students are expected to read a large volume of complex and detailed texts in secondary school. Students who cannot read and understand what they read for their high school science classes are at high risk of failing in their science classes. A 2008 study by the NationalAssessment of Educational Progress (NAEP) found that the majority of high school students in the United States do not achieve a sufficient level of proficiency in science (Kuenzi, 2008). Students who do not have skills in the scientific field will not be able to pursue a career in the scientific field. Careers in science such as medicine and engineering are higher paying careers in our country and students without scientific skills will be at a disadvantage in pursuing these lucrative careers (National Research Council, 2010). It is therefore of vital importance that secondary science teachers possess the skills and ability to teach effectively to all students in their class. Current research shows that science teachers who are able to make their science lessons meaningful by connecting classroom concepts to their students' real lives are significantly more successful in their teaching than teachers who do not (Kanter , 2010). Research also shows that secondary science teachers must have excellent science content knowledge to be effective as secondary science teachers (Kuenzi, 2008). This article explores how...... middle of article ......benefit for educators (pp. 3-29). New York: Rutledge.Kuenzi, Jeffrey K. 2008. Science, technology, engineering, and mathematics (STEM) education: Context, federal policy, and legislative action. Congressional Research Service. Micro, P. and Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology into teachers' knowledge. Teachers College File, 108(6), 1017-1054. National Research Council (NRC). 2010. Exploring the intersection of science education and 21st century skills: workshop summary. Margaret Hilton, rapporteur; National Research Council. Washington, DC: National Academies PressStewart, V. 2010. A classroom as big as the world. In Curriculum 21: Essential Education for a Changing World, ed. H. Hayes Jacobs, 97-114. Alexandria, VA: Association for Supervision and Program Development