Although there is a significant body of work that underscores the importance of pedagogy aimed at being responsive to students’ unique racial, ethnic and cultural backgrounds, there is relatively little work that helps science practitioners to understand what this pedagogy looks like in practice. Drawing on Mutegi’s (2011) description of socially transformative mathematics and science curriculum and Ladson-Billings’(1995) framing of culturally responsive pedagogy, this article describes a four-week summer science camp for African American adolescent males. The article employs the methodological approach of Critical Race Theory in order to illustrate for the reader what socially transformative and culturally relevant science instruction might look like in practice.