This research study delves into the transformative possibility of culturally sustaining pedagogy (CSP) within elementary STEM (science, technology, engineering, and mathematics) classrooms. Born from decades of research on culturally responsive and relevant pedagogy, CSP aims to dismantle barriers, foster access and equity, and promote equality among diverse racial and ethnic communities. Beyond this, CSP invites students to challenge prevailing societal power structures. To achieve educational justice and equity for all, it is essential to acknowledge and honor students' cultural identities and practices. Equally vital is identifying instructional methods that educators can seamlessly integrate into their classrooms to cultivate educational environments rooted in cultural affirmation and a profound sense of belonging. The underpinning theoretical frameworks for this research include critical race theory (CRT), culturally relevant teaching (Ladson-Billings, 1995; Gay, 2000), and CSP (Alim & Paris, 2017; Paris, 2012). This research study aims to honor the legacy of culturally relevant pedagogy (CRP), extend the principles of CSP, and explain the shared experiences and view points of Black/African American elementary educators who employ CSP within STEM curricula. Through phenomenological qualitative methods, this study captures Black STEM teachers' challenges and opportunities when integrating CSP into their elementary classrooms. It extends the existing body of research related to academic content, unique teaching methodologies, and lessons that elementary educators can employ to affirm and sustain the cultural identities of their students. CSP and STEM possess the potential to act as catalysts for advancing students on the path toward genuine justice and healing. Therefore, the findings of this research hold substantial worth for educational researchers, teachers, administrators, and other stakeholders. Furthermore, this scholarship identifies real-world obstacles associated with implementing CSP in elementary STEM classrooms, thus paving the way for future research to address these challenges, formulate strategies to surmount them, and take strides toward the promise of equitable and inclusive education for all. [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.]