Public education is tasked with implementing Common Core standards in the science domain which require educators to integrate language and literacy into the curriculum. Due to the lack of or little research, knowledge, and training, teachers remain confused on how and to what extent discipline literacy instruction should be integrated into the science curriculum. Learning science should be an active process in the science domain; however, elementary students are overwhelmed and not meeting expectations set by the No Child Left Behind Act, as measured by Georgia Milestone Assessment. Over an eleven-week period, a single site qualitative case study was implemented to explore and identify how and to what extent research-based instructional strategies are utilized in three elementary science classrooms. Semi-structured interviews, observations, field notes, and unannounced audio recordings were utilized to gather data to provide a detailed description of how and to what extent discipline literacy was used during science instruction. Bloom's Revised Taxonomy and an evidence-based instructional strategies checklist were used to analyze and code data. WordCloud and ATLAS.ti are two computerized data software systems also used for double analyzing and coding information. Results indicated students were actively learning and engaged in structured activities from all levels of Bloom's Revised Taxonomy with the majority of learning coming from understand level according to the researcher's reflective notes, field notes, and audio recordings. Findings have the potential to provide research and educators with an in-depth amount of information on the utilization of fifth-grade discipline literacy instruction, adding to the limited current research while decreasing literacy barriers to improve teaching literacy practices in the science domain.