Transformational equity-centered science education requires the fields of science education and school leadership to critically consider the limited preparation elementary principals are offered to lead for science education. Thus far, little effort has been made to foster a transdisciplinary curricula beyond traditional organizational theories related to school culture and climate; learning sciences; and supervision. School leadership programs are currently inadequately preparing elementary leaders in rigorous pedagogies involving science education. Although the role of principals is often not discussed concerning science implementation in elementary education, principals play a critical role in science decision-making. In this study, the authors present a case study of one elementary principal who also served as an othermother. Othermothers have been described as those who share mothering responsibilities in Black communities. Through interview transcripts, field notes, and social network data, the authors examine how this othermother cared for her students and community by advocating for science instruction. By strategically navigating the socio-political and policy climate and drawing on her authentic relationships, this othermother was critical in implementing a science agenda for elementary science. Three themes that emerged from the data analysis are, (1) othermothers view science as a potential means to transform lives and fulfill the needs of the local community, (2) science policies (i.e., federal, state, and local) can limit the potential of the vision of science an othermother has for the community, (3) othermothers draw on their community to guide equitable science instruction. Overall, othermothers have visions for what science can do. However, they cannot counter the status quo individually. Collective action among educators in various roles is one means of moving an equity agenda concerning science education forward.