Given the national priority for America's leadership in science, there is a need to strengthen the quality of teaching and learning in science classrooms. This conference brings together researchers, practitioners, curriculum developers, and policymakers to chart the future of curriculum-based professional development (CPBL) in science education. CBPL is an approach that uses high-quality curricular materials as a catalyst for teacher learning. Historically, efforts to improve classroom learning outcomes have focused on high-quality curricular materials--written to support students for learning beyond rote recall to fundamental understandings. These new materials have been designed so that their use would lead to shifts in teacher instruction. Because the scope, sequence and teaching strategies in these materials are research-based, these materials represent a key leverage point for translating research to practice. Presently, the field is not clear about how teachers learn from these well-designed materials and what other supports might be necessary. The need to understand how teachers learn from them is made more poignant by the advent of open source, because several new high-quality curricula in science are made freely available and come without traditional professional development support. The conference aims to address pressing questions about how high-quality materials can drive teacher learning, how materials should be designed to support teacher learning trajectories