Science as White Property is a study that utilizes critical race theory to tell the counter stories of nine BIPOC (Black, Indigenous, and People of Color) elementary educators. Their narratives tell a story of resilience and transcendence in spite of the inequities in their K-12 science education, which were reified by their teacher education programs. Their truths illustrate the macro and micro level barriers they have encountered as educators to break the cycle of inequity and deliver science education that liberates, empowers, and honors their cultural wealth. [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.]