In response to the global crisis of type 2 diabetes prevalence, this dissertation investigated the impact of a culturally sustaining, health-centric science curriculum contextualized in type 2 diabetes. Using a case study methodology, it explored how the curriculum shaped math and science preservice teachers' (PSTs) perceptions of science and how it can be taught and how prepared they felt to design and implement culturally sustaining, health-centric lessons. Four themes that emerged across both cases included: (1) connecting health, nutrition, everyday science, and culturally sustaining pedagogy through the CBSS curriculum, (2) connecting science to health and wellness concepts through the CBSS curriculum, (3) connecting the importance of teaching as an act of love for humanity through culturally sustaining pedagogy and health and wellness, and (4) PST's feel prepared to design and implement culturally sustaining, health-centric lessons. The findings presented highlighted the pivotal need to bridge the existing divide between health and science education in a culturally sustaining way. This integration promises to cultivate a more nuanced, meaningful understanding of both disciplines, enabling students to apply scientific knowledge pragmatically to enhance their own health and their community's health. [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.]