<p>Incorporating socioscientific issues (SSI) into science instruction has demonstrated significant potential for enhancing K-12 students’ abilities to connect scientific concepts to real-world contexts. While the implementation of SSI is well-established in secondary education, its application in elementary settings is still developing. As with many innovative teaching approaches, formal preparation on how to effectively integrate SSI into the curriculum is essential for educators. The purpose of the current study was to investigate a Community of Practice (CoP) model as a framework for delivering formal professional learning experiences related to SSI-based lesson planning and instruction for elementary teacher candidates. Using qualitative methods, the study aimed to explore how the content of the CoP focused on SSI transferred into the science instruction of these candidates during their student teaching experiences. The researcher analyzed CoP meeting transcripts, conducted interviews, and observed classroom practices to gain insights into the transfer of SSI constructs from the CoP to the teaching practices of elementary teacher candidates. The findings indicate a positive transfer of SSI principles into the candidates' instructional methods, demonstrating how they integrated SSI into their lesson plans and classroom interactions. However, the analysis also revealed nuances in how individual candidates interpreted and enacted each SSI construct, suggesting that while there is a general understanding of the framework, personal experiences and pedagogical beliefs influenced their application in the classroom. Based on the findings presented in this manuscript, the researcher advocates for the expansion of professional learning opportunities for elementary teacher candidates that focus specifically on SSI.</p>