The Teaching Learning Collaborative (TLC) is a professional development approach that is embedded in practicing teachers' classrooms and is focused on lesson planning. During TLCs participating teachers work collaboratively to develop, teach, and improve lessons. In this study, the TLC process of K-5 teachers striving to create science and ELD blended lessons was studied. Findings suggest that as these teachers improved their lessons most changes focused on enhancing students' vocabulary development, increasing students' participation in classroom discourse, and providing scaffolds for student writing. During the TLC process teachers utilize a variety of strategies to meet these language goals. This focus on language goals has great implications for other teachers involved in science and ELD blended TLCs and for the trainers who facilitate these training sessions.