Abstract: This paper explores teacher outcomes associated with the E-MAGINE project, an MSP-funded teacher training initiative in a rural district intended to improve elementary and middle school teachers’ physical science content knowledge and pedagogy through training that focuses on the implementation of Engineering is Elementary (EiE) kits and curricula. In the project’s first year of implementation, participating teachers experienced statistically significant growth in their physical science content knowledge and level of science teaching self efficacy, and their scores after participating in the year of training were higher than those of comparison teachers (p<.05), although their use of technology and reported level of constructivist practice were lower than expected.