In this paper, we synthesize existing literature on Culturally Relevant Science Teaching (CRST), more specifically the third tenet of CRST-developing students' sociopolitical or critical consciousness. While there is research on this third tenet, our review of the literature reveals that this tenet is understudied and underutilized. We offer our conceptual framework and an illustrative example to demonstrate how teachers can practically implement the third tenet of CRST to engage and empower students in science. We hope that the ideas and examples shared in this piece will help teachers foster students' sense of sociopolitical consciousness and advocacy within the walls of the classroom and beyond. We also urge researchers to continue producing research on this important topic so that practitioners can use this information to develop students' sociopolitical/critical awareness, reflections, and actions.