This article describes an enquiry into whether role models in science have an effect on ethnic minority engagement and aspirations. It discusses whether incorporating scientists from across the globe into lessons could have a positive impact on ethnic minority and white pupils. Pupils at a Sheffield school were introduced to scientists from across the globe and their engagement was assessed. Group discussions and staff questionnaires determined whether modifications to resources could benefit pupils and whether staff would be willing to use them. Results suggest that pupils at this school would benefit from seeing scientists from across the globe in some of their lessons and teachers are in favour of change. (Contains 1 table, 5 figures, and 2 online resources.)