The underachievement of African American students, especially in urban school settings, continues to be a problem in the United States. Research suggests that infusing culturally responsive teaching practices into science can improve learning outcomes for African American students. Guided by culturally responsive teaching and the written versus enacted curriculum, this study investigated how three urban science teachers implemented a culturally relevant Ecology curriculum into their high school science classrooms and their experience enacting this curriculum. Data from various sources were collected and analyzed, including classroom observations, interviews, and demographics background information questionnaires. Results revealed that all three teachers enacted the curriculum by building relationships with their students and making connections between the lessons and their students' cultures and believed that getting to know their students was paramount. Further, teachers enacted the curriculum in ways that reflected their own experiences in urban environments and sought to connect the curriculum to the lived realities of their students. The study is significant because understanding how teachers enact culturally relevant curricula with African American students can inform educators on how to best teach African-American students. Implications for future research and practice include science curricula and science assessment reforms. [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.]