Globally, Indigenous people are marginalized and underrepresented in STEM professional fields in settler societies. For scholars, educators, policymakers, and the public, the most important thing is that every student has access to an equitable education. Developing curricula that are more relevant for all students and promoting meaningful science learning are important goals in science education today. Even though the value of Indigenous Knowledge (IK) and the integration of IK into the curriculum are gradually being recognized in science education, Indigenous and culturally based knowledge are not treated with equal merit as Western science. They are only accessories of school science that can be explained in Western science terms. However, science learning can happen not only in science classes. Experiment Education provides an opportunity to break out of the original curriculum structure. The passage of three-type acts of experimental education in 2014 gave Indigenous education an opportunity to reform. The core of the Ethnic Education curriculum is the Indigenous language and culture. It is integrated with other academic disciplines, and it is designed, planned, and co-taught by interdisciplinary teachers. In Ethnic Experimental Education, students have the opportunity to learn science and conduct scientific inquiry in the context of learning cultural practices and knowledge of place. To connect students' life worlds with the culture of school science, this participatory action research took place in an Indigenous high school in an island community in Taiwan. A science education researcher works with teachers and community members to seek what role science education can play in a culture-based Ethnic Experimental Education class. The purpose of this study is to share the units of the integration of Western science knowledge with traditional knowledge in Ethnic Experimental Education curriculum and explore the experience of the teachers and researchers working together to design, develop, and evaluate the Ethnic Experimental Education curriculum. In addition, the study identifies the tensions that participants experienced in developing and implementing the Ethnic Experimental Education curriculum. A premise of the study is that Indigenous students should not be required to lessen their cultural identity in order to learn science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]