Poor teacher perceptions of diverse students is disconcerting. I explored science teaching with the Indigenous Peoples (IP) students across languages. I employed qualitative descriptive research design, purposive sampling, in-depth interview, and thematic analysis. I found that teachers value cultural knowledge, family involvement, and Indigenous language and culture in science instruction as ways to promote inclusivity, connect learning to students’ experiences, and support authentic understanding. Teachers may use students’ cultural knowledge, involve families, and incorporate native language and community culture to make science learning more meaningful and inclusive. Consequently, I see the need to explore the effects of culturally responsive strategies, teacher training and support, and the development and validation of instruments using exploratory factor analysis.