Traditional science instruction typically follows an initiation- response-evaluation format and privileges curriculum reflective of Western, male, white, middle-class values, and knowledge which sometimes tends to exclude Black and Latinx students. This qualitative instrumental case study explored how a White male seventh-grade science teacher in the southeastern United States diverges from traditional science instruction in describing his use of social justice pedagogy while teaching standards-based instruction to majority Black and Latinx students. Using critical race theory and social constructivist theories to understand this teachers' descriptions data were collected from a questionnaire and semi-structured interviews. Findings from this study indicate that this teacher's commitments to social justice, beliefs about science teaching and learning are evaluated against this teacher's sense of agency which can facilitate or hinder aspects of this teacher's description of his use of social justice pedagogy. [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.]