Creating a space for learning science outside the traditional classroom shifts the expectations for both educators and children. In the classroom, both groups have preconceived notions of their roles and of what classroom science looks like. In the hybrid space of afterschool, students and educators are free to explore alternative ways of teaching and learning science. In the co-constructed learning environment of FIESTAS (Families Involved in Education: Sociocultural Teaching and STEM), afterschool and preservice educators created new expectations of what it means to study STEM content and of the roles of educators and students in that process. This article describes the three-part framework that creates an expectation for cultural competence in afterschool STEM programming: (1) Make children's cultural practices the basis of science learning when educators intentionally notice; (2) Ask questions; and (3) Connect cultural practices to science education standards. This framework was put into practice when an afterschool educator engaged boys in a conversation during an afterschool program. The discussion led to an investigation involving two items of particular interest to the boys: (1) Rey Mysterio (a wrestler), and (2) Gatorade. These items provided the basis for an engaging project in chemistry and nutrition. Throughout the investigation, the educators were guided by the three-part framework for cultural competence. The activity was both standards-based and culturally competent because it engaged children in listening, talking, and reading as they investigated a question connected to their cultural passions.