This dissertation measures the multicultural teaching competency (MTC) and the frequency at which science educators use culturally relevant educational practices (CREPs). This study's mixed-method, convergent design is grounded in critical theory, and the MTC and culturally relevant education (CRE) framework. Findings suggest that the CREPs-F survey is a valid and reliable tool to measure MTC and the use of CREPs concurrently. Results also show that the MTC of science educators is low and that they use CREPs infrequently or once per quarter or semester. Results also show that MTC and the use of CREPs are positively correlated. Lastly, this study allowed for collecting and compiling MTC-CRE aligned CREPs that science educators implement most frequently. [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.]