Science Work Experience Programs for Teachers (SWEPTs) provide an opportunity for science teachers to work in research laboratories to experience science as it is practiced in the laboratory setting. Through interviews with teachers and students, classroom observations, and analyses of student work, the lived experience of a cohort of teacher participants in a SWEPT was recorded to describe the effect of program experiences on the classroom environment of teacher participants and student outcomes. Drawing from social cognitive theory, postmodern feminist theory, and science education reform documentation, several dimensions of the classroom environment are examined. Dimensions include participants’ perceptions of the importance of technology and technology-related practices; interpersonal relationships with teaching peers, research scientists, and students; and changes in epistemological structure, curriculum, instructional strategies, and classroom practices. Methodological and theoretical implications are identified along with suggestions for refinement of SWEPTs.