Science, technology, society, and the environment (STSE) education is a part of the science curriculum in Ontario schools and also a theoretical positioning for a science teacher. This qualitative study uses individual interviews, group meetings, and action research to explore, how science teachers, develop and implement inclusive science curriculum for a diverse student population, and how they understand their role, as teachers of STSE/social justice perspectives. Findings showed that teachers faced several challenges to curriculum development and to action research, which is of significance as they develop: a critical theory of teaching; an understanding of teaching as a political act; and as they include social justice issues as part of an STSE-informed approach to more inclusive science teaching.