The Nation is ill-equipped to meet the future demands for scientists to sustain scientific disciplines and the scientific literacy required in this technological era. In response to this state of affairs, reforms promote quality science for all but provide little guidance on how to achieve it. This study describes an approach that uses cultural contexts as conduits for science learning. With respect to Black Cultural Ethos (BCE), the study investigated eighth graders' self-reported preferences regarding learning contexts, the nature of the contexts in which instruction actually occurred, and any patterns in student achievement. The quantitative and qualitative findings indicated that more students, particularly African Americans, experienced enhanced achievement in culturally congruent contexts that aligned with their preferences.