The purpose of this study was to create a culturally relevant, inquiry-based science lesson plan and examine how I can become a more culturally relevant educator. This was done first through the use of seminal frameworks in both pedagogies to examine similarities and differences. Secondly, eight experts in the fields were interviewed to gather insight on strategies, misconceptions and barriers. This data was synthesized to create a framework for culturally relevant inquiry-based using scientific practices from the Framework for K-12 Science Education (National Research Council [NRC], 2012) and culturally relevant competencies from Gloria Ladson Billings' "The Dreamkeepers" (2009). Experts were also consulted for formative feedback after the lesson plan was written. Commonalities between the pedagogies included student-centered instruction, accessing student prior knowledge, and ensuring the academic success of all students. Barriers to both included time, training, and resources, while political implications served as a specific barrier to culturally relevant teaching. The lesson plan created centered on volcano mythology. Students look at where volcanoes are located, what people thought of them through mythology, and evidence of how they are created by plate tectonics. Students then analyze the driving question of "Why would someone live near a volcano?" The goal is for students to understand that volcano eruptions are often near water, create fertile soil, and do not always result in destruction. I also kept a reflective journal to analyze how I can become a more culturally relevant science educator. I found that I harbored misconceptions, including that culturally relevant teaching was only for students of color and that it required focusing on nationality rather than individuality of students. I also learned that while planning is a key component to enacting culturally relevant pedagogy, I also needed to focus on removing a deficit mindset, forming relationships with all students, and deliberately ensuring all students have the opportunity to showcase their understanding. Political barriers make enacting culturally relevant education on a broader scale within my school or district problematic. Policies exist to dissuade teachers from enacting any lesson that may lead to "discomfort" for White students. This pressure makes teachers reluctant to explicitly execute culturally relevant instruction. [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.]