This case study examined the implementation of science notebooks within the second grade classrooms of experts and novices, identifying strategies that led to understanding rather than documentation and how such practices influenced student outcomes. Data were collected in the form of interviews, observations, and student work. Interviews and observations were analyzed using inductive analysis to identify themes and patterns. Student work was analyzed using content analysis. Data analysis revealed various stages of implementation among the teachers, with the expert implementing science notebooks in a more insightful manner than the others. Analysis of strategies and student work suggests that insightful implementation leads toward a more frequent appearance of the elements of a conclusion, which leads toward higher student outcomes.