<p>Many diseases arise from the interactions among biological, social and environmental factors, and are associated with health disparities. Integrating perspectives from science education, which emphasizes scientific knowledge and understanding, and public health, which prioritizes equity and agency, may create learning environments that are relevant at both individual and societal levels. Individual relevance involves students’ curiosity, interests, and intellectual skill development, while societal relevance involves developing competencies for present and future participation and contribution to the community. Drawing on project-based learning, communities of practice, and community-based participatory research, we developed a community-inspired project-based learning (CI-PBL) approach that intentionally integrates science education and public health perspectives. Through thematic analysis of interviews with students (<i>n</i> = 24) and their teachers (<i>n</i> = 5), we examined students’ perceptions of individual and social relevance of science following their engagement in Health in Our Hands, a middle school science curriculum designed using the CI-PBL approach. Consistent with the individual dimension of relevance, students described science as connected to their everyday life and experiences and expressed interest in learning science. Consistent with the societal dimension of relevance, students positioned themselves as science experts within their community, identified barriers to a healthy lifestyle, and expressed agency to take actions to improve well-being. Overall, our findings highlight the potential of CI-PBL to foster individual and societal relevance, deepen students’ understanding of the biological, social and environmental contributors to diseases, and support their capacity to promote well-being within their communities.</p>