When adventurous teachers at Biloela primary and secondary schools decided to implement the new science syllabus in 2000, they realised that they needed to enhance their science knowledge and teaching strategies. They committed to a proftssional learning partnership with CQU over two years whereby 11 primary and secondary teachers met regularly for professional science discussions with aCQU expert. Using a consultative process, each teacher designed a content and pedagogy study program to meet his/ her needs. The CQU adviser provided intellectual resources and critical and formative feedback. Biloela teachers have surmounted the barriers of isolation, found ways to utilise local resources, and made changes to their teaching that anticipated ''productive pedagogies". The Year 6 10 teachers now a~ studying material outside their teaching area and have heightenedenthusiasm for science teaching. Initially, teachers sought content knowledge and said they would need substantial on going tutelage. Once they started learning, however, they realised that they could sustain their learning provided critical support was available when needed. The paper demonstrates the benefits that accrue to teachers when they are supported in learning new content and pedagogies. Indeed, we recommend that the Queensland Government provide on going funds that enable teachers to undertake content and/or pedagogical in service education of their choosing. Enhancement of teachers' pedagogical content knowledge has the potential to revolutionise science teaching and help us achieve the goal of a Smart State.