This study is an extension of an on-going longitudinal study, the Girls Engagement With/In Science (GEIS) Project. The GEIS Project was designed to understand how girls who are poor, minority or both, engage in science. The two teachers who form the focus for this study are these girls' 7th and 8th grade teachers. Data for this interpretive inquiry were gathered as field notes, and in structured interviews. The two teachers, taken together, illustrate responsive teaching for minority girls. Although the two teachers are very different in their approach to teaching science, both take every opportunity to provide their students with what they perceive students need in order to be successful. The teaching of one teacher exemplifies the use of subject matter rich content in making science interesting and relevant to the girls. The second teacher in this study provides an illustration of a highly personal teaching style that is effective in establishing the kind of teacher-student relationships that appear to help these girls think of themselves as girls who are good at science. (Contains 27 references.) (Author/YDS)