This article explores the challenges of enacting reform-oriented curriculum in science classrooms. We use the concept of figured worlds to analyze a case study of an eighth-grade science class where the teacher reported that the students were resistant to changes she was trying to make. By examining stimulated recall interviews with the teacher (including the associated classroom episodes) and post-unit interviews with a subset of the students, we found that the students and the teacher constructed different figured worlds about the science learning in the classroom. These differences centered on the goals that students and teachers had for the class and the roles of the teacher and students in the learning environment. Specifically, we found that there was a lack of alignment around how students and the teacher viewed the purpose of student agency and collaboration and therefore they had different ideas about how they should interact with one another in the classroom. We conclude by discussing the implications of our findings for science education. We believe that the concept of figured worlds allows researchers and teachers to better understand the challenges of implementing reform-oriented practices in science classrooms. This understanding can help teachers and professional development providers to create strategies for bridging the gap between different figured worlds and creating more collaborative and productive learning environments for all students.