American Indian/Alaska Native students are at the bottom of educational achievement, particularly in science where few American Indians enter into science, technology, engineering, and mathematics (STEM) careers. To meet the needs of American Indian students, teachers must understand the sociocultural nature of learning as it relates to students' funds of knowledge via implementation of culturally relevant pedagogy. To this end, the purpose of the current study is to determine what kinds of culturally relevant science instructional strategies teachers who have completed a specialized American Indian cultural education program use. Teachers who completed the Teachers of American Indian Children (TAIC) courses were asked to participate in this study. This mixed-methods study includes a triangulation of a semi-structured interview, teacher survey, and classroom observation with lesson plans. The findings indicate that teachers who completed a specialized general American Indian education preparation program used culturally relevant instructional strategies during general instruction and within their interactions with students, but did not use culturally relevant instructional strategies specific to science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]