The decline of young peoples’ interest in science and technology education in western countries is causing concern worldwide. To help change this situation, teachers need to take a leadership role in designing innovative approaches for engaging students with science learning in schools. This teacher-researcher action research study examined science literacy learning opportunities that emerged for grade 7/8 students through engaging in an approach to science curriculum based on video games. The approach, called the Heat Game, is designed to simulate for grade 7/8 students a real-world context for their science and technology work. Though online communication that augments project-based lab work, teacher and students role-play scientists and engineers working together in a futuristic scenario to learn about heat transfer and design energy efficient housing for their city. This research study focuses on the conversation between one student playing the role of Dr Spacey (junior physicist) and the teacher playing the role of Dr. Boyle (expert physicist). It examines opportunities for the development of Dr Spacey’s science literacy through this online communication. Findings demonstrate that the Heat Game afforded Dr Spacey opportunities to increase her science literacy by developing awareness of science situated meanings of words and phrases, science ways of representing information and by developing understanding of aspects of the nature of science including: the importance of evidence and repeatability in science, scientists’ ways of reporting, and peer review. The implications of the findings for this teacher’s professional practice and for curriculum design in general are discussed.