We examined science learning and motivation outcomes as a function of children's participation in the classroom and classroom-plus-home components of the Scientific Literacy Project (SLP). The sample was comprised of kindergarten children in 4 low income, neighboring schools. Children in Schools 1 and 2 (n = 120) participated in the SLP science activities. Of these children, 79 participated in the classroom component of the SLP whereas 41 participated in both the classroom and home components. A comparison group of children in schools 3 and 4 (n = 74) participated in regular science activities. We identified science learning, achievement, and motivational benefits for the SLP groups. Additional benefits for children who participated in both the classroom and home components of the SLP were greater gains in general science knowledge, higher levels of positive self-competence beliefs for science, perceived family support for learning science, and independence for learning science. (author abstract)