<p>In the decade following the release of the Truth and Reconciliation Commission of Canada’s multi-volume final report and <i>94 Calls to Action</i>, we have seen a nation-wide intensification of earlier educational policy reform around Indigenous perspectives, albeit unevenly across institutional spaces: science education is one of such spaces marked by paucity. In exploring the central question <i>Can there be a science education for reconciliation?</i>, this manuscript makes the case that in few instances in which reconciliation surfaces in science education, it deflects responsibility from addressing the TRC’s central yet more unsettling demands: directly addressing residential schools, their legacies, and their logics of settler colonialism. Thinking with Indigenous critiques of reconciliation and of science education, some lines of questioning are offered: <i>What is the science of residential schools? How do</i><i> thinking like a scientist and the logics of residential schools intersect? How might we continue </i>to <i>push reconciliation-as-inclusion further?</i></p>