This study presents the case of a preservice science student teacher who wanted to make the science classroom an equitable place of learning. The paper focuses on her cross-cultural student teaching experience in an urban middle school. Data were gathered from in-depth interviews conducted throughout her student teaching experience, a journal in which she recorded her daily experiences and reflections, and classroom observations. According to the results, the teacher experienced an unfamiliarity with her students and their life experiences. She experienced a marginalization of her students in science, both by themselves and by her colleagues. She also experienced a desire for her science instruction to become more relevant to her students. Her beliefs guided her in providing more equitable instruction to her students and prevented her from compromising her own instruction. While she adhered to the school's instructional requirements, she did not accept marginal science experiences for her students. In the face of opposition from colleagues or students, she reinforced her beliefs with positive interactions with her students and peers. She gathered the support she needed to create the instructional climate she wanted. (Contains 19 references.) (Author/SM)