Developing and then scaling up an educational innovation so that it achieves on the dimensions of depth, sustainability, spread and change of ownership is a complex endeavor. In this paper, we present a study of one such innovation which has been developed through a design-based research process in a Singapore school. The innovation features a primary science curriculum integrating the 5E inquiry phases with the use of mobile technology. It has evolved through the various development phases to where the innovation is becoming an integral part of routine classroom practices. With the objective of examining the impact of the curriculum innovation on science teaching and learning, this paper reports some of the results of our scaling efforts, in particular, those relating to changes in classroom practices and the effectiveness brought by the curriculum innovation. Using qualitative data analysis methods, the study discusses the transformation of the classroom practices on teachers’ pedagogical approaches, classroom culture, lesson plan design, linkages to informal learning, assessment methods, and parent involvement. Quantitative analysis of the performance of students in science assessments when compared between pre-scaling and scaling phases shows the efficacy of the innovation when scaled up to a whole grade level. Implications are drawn to inform future studies or work on factors for effective scaling up of technology-supported curricular innovations.