This chapter focuses on secondary teachers’ perspectives on teaching science to English Language Learners (ELLs) in diverse classrooms. I used a qualitative case study approach and phenomenographic methods, primarily semi-structured interviews and informal classroom observations to collect data. A synthesized theoretical framework of (trans-multi)culturally responsive education served as my lens for interpreting and thematically analyzing the data. Key findings indicate that low English language competency imposed a cultural barrier, impacted student participation, increased behavioural issues, and influenced teachers’ choice of teaching practices and resources for teaching science to ELLs. The teachers also identified system-based challenges in supporting ELLs’ science learning. These findings have implications for science education and the broader area of multicultural education.