In this article, we describe our work with a teacher collaborative focused on enhancing elementary teachers' conceptualization of culture, culturally relevant pedagogy, culturally relevant science pedagogy and the process of developing culturally relevant science curricula. Using culturally relevant pedagogy as inspiration for equitable science teaching, we observed elementary teachers develop into science teacher leaders. These teachers, described using comparative case study analysis, stepped into informal and formal leadership positions that pushed for district-wide and school-wide equitable science teaching and curricula.