According to the World Bank and United Nations Educational, Scientific and Cultural Organization (UNESCO), Indigenous knowledge systems (IKS) could serve as leverage for augmenting policy formulation regarding health, environment and education. By exploring the appropriate pedagogic approaches, the potential exist for integrating IKS into the conventional western based science classroom environment. This study is part of the Science and Indigenous Knowledge Systems Project (SIKSP) at the University of the Western Cape. In response to the new South African curriculum to integrate school science with IKS, the reported study involving science teachers used food science based concepts as part of an instructional model to enhance the teachers' ability to engage in science-IKS classroom based discourses. The study involved 13 primary and secondary science teachers who attended bi-weekly science-IKS workshops for two consecutive six months. The teachers demonstrated the potential to: (1) enact science-IKS teaching and learning discourses, (2) articulate coherently the link between science and IKS concepts (3) discern science concepts embedded in traditional food processing techniques (4) unravel the wisdom in IKS and (5) value IKS as a useful body of "owned" knowledge. (Contains 4 tables.) [Funding for this project was provided NRF of South Africa. This paper was published in: Proceedings of the 19th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology (SAARMSTE), 18-21 January 2011 at North-West University, pages 387-397.]