Science reform efforts over the years have addressed the need to make science engaging and accessible for all learners. These efforts attend to multiple aspects of science teaching and learning, including, but not limited to, more intentional focus on teaching students about the nature of science, as well as increased use of Culturally Relevant Science Teaching. Teachers are thus being asked to lead the charge in facilitating shifts in what is considered science and how science classrooms operate. These shifts require (1) high levels of sociopolitical consciousness, (2) anti-traditional conceptions of science, and (3) critical ideas on how to modify science instruction. The purpose of this dissertation, comprised of three papers, was to investigate teachers' consciousness and conceptions across these three areas. I conducted semi-structured interviews with 20 secondary science teachers from culturally and linguistically diverse districts in the same northeastern state. I drew on critical frameworks (Critical Race Theory, Culturally Relevant Science Teaching, Critical/Sociopolitical Consciousness) and employed Critical Discourse Analysis for this research. In the first study, I found that only a subset of participants (five) exhibited consistently high sociopolitical consciousness in their view of the world and the education system, recognizing the influence of economic and racial/ethnic oppression. In the second study I found that participants drew on both traditional (overly empiricist/positivist) and anti-traditional (acceptance of the social, human, and critical nature of the field) ideology when sharing their conceptions of science. When juxtaposed with findings from the first study, I found that high sociopolitical consciousness did not necessarily translate into anti-traditional/critical conceptions of science. For the final study I presented the five participants with high sociopolitical consciousness (determined in paper 1) with a neutral science lesson plan. I found that teachers' high sociopolitical consciousness did not necessarily manifest into ideas for how to develop students' sociopolitical consciousness in science. This dissertation nuances the notion that high sociopolitical consciousness is required for or leads to science instruction that is culturally relevant. It also highlights the need to encourage criticality across these areas in order to support teachers' implementation of reform efforts aimed at making science for all. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]