One of the emerging issues in science teaching is the changing nature and diversity of students. This Australian Learning and Teaching Council (ALTC) funded project commenced in late 2007 to address the language needs of a diverse student body by investigating and testing strategic approaches to learning and teaching in First Year sciences. This project was concerned with the acquisition of language specific to science and the implicit teaching of meta-cognitive skills required in science. Eight strategies were employed in three disciplines in five universities and positive outcomes were obtained across the board. Students’ perception of lecturers’ teaching ability improved. The project sustained student learning through affecting lecturer expertise in using language strategies, and is an achievable model for professional development.