This article is a call to the research community to look again at the "everyday" or community-based meaning-making practices--ways of seeing, knowing, talking, acting, valuing, representing--that African American students K-12 use routinely in navigating everyday life out of school and how these relate to learning and achievement in science and mathematics in school. Furthermore, the author asserts that research of this kind will have broader impacts by providing new ways of understanding the linguistic, intellectual, social, emotional, and experiential resources that facilitate STEM learning and academic achievement of African American students K-12.