How science is traditionally taught and presented in westernized classrooms, Western Modern Science often does not offer creative and culturally sustaining pathways for students with diverse multicultural backgrounds to view science as a beneficial resource for their worldview, values, and funds of knowledge. This conceptual position paper addresses the need for science teaching to be relevant to "all" science learners. However, making science relevant is an easy phrase to say, but operationalizing this concept in the classroom needs to become more practical for science teachers so that students will clearly recognize what science really is and that it is for them. This paper introduces the Science Relevancy Bridge, a framework developed from extensive research and empirical studies, which was designed to conceptualize how relevant science learning experiences can create necessary and constructive dialogue between students' sociocultural identities and their developing science identities, despite powerful hegemonic societal messaging. The Science Relevancy Bridge framework is composed of four dimensions: science for everyday life, science and society, science learning preparedness, and foundations of scientific thinking. Interacting with these dimensions are the students' intersecting identities (intersectionality) of their sociocultural lived experiences and their developing sense of recognition and belonging in science (science identity). Challenges for K-12 science teachers include utilizing the Science Relevancy Bridge framework in their instructional practice, lesson planning, and actively incorporating students' diverse experiences in shaping their science learning community. Science teacher educators and researchers are challenged to call out and critique the status quo and ineffective systems that hinder all learners from equitably engaging in science and illuminate a better way forward in both thinking and in doing. The Science Relevancy Bridge can serve as a resource for meeting this challenge.