This study explored ways in which the development and implementation of an online professional development experience for secondary science teachers might shift teacher perspectives, understandings, and practices surrounding the integration of socio-ecological justice learning (SEJL) into their classrooms, courses, and curricula. This Participatory Action Research study included a pre-survey of seventy-one teachers. Results informed the design and development of an online PD series in which six teachers participated. The PD series provided these teachers with tools, resources, and spaces for authentic dialogue in order to create equitable science curricula designed to give students culturally relevant science learning experiences. Three themes emerged from the analysis of this PD experience- (1) recognizing our own biases and perspectives as science teachers in order to teach more intentionally for social justice; (2) making science learning relevant and engaging for students by teaching science in ways that connect in to students' lives and communities; and (3) continuing the PD journey. Continued research is needed exploring ways in which secondary science educators can be supported. [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.]