Globalization, in the case of science education, leads not only to an increase in homogeneity but also to an increase in cultural encounters. In this study, researchers from 2 distinct cultures, South Africa and Finland, used a qualitative approach to probe student teachers' perspectives on chemistry education. Participants were 1st-year chemistry student teachers (n = 80) from South Africa and student teachers (n = 87) from Finland who were in varying stages of their studies. Student teachers' perceptions were categorized using the 5 thematic categories of the culturally responsive teaching model: content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. Both the South African and the Finnish student teachers mainly indicated content integration. In addition, facilitating knowledge construction and prejudice reduction were expressed in relation to the need for communication with peers. Social justice was emphasized more in South Africa than in Finland. Academic development was also highlighted, given that understanding the nature of chemistry is necessary to ensuring quality teaching. Furthermore, respondents believed that the ability to apply various teaching and learning methods was essential for successful chemistry teachers.