In this paper, a science educator, a social studies educator, and a language educator begin by considering the question of multiculturalism in science education. When multiculturalism is understood as the process of understanding the contextual and situated nature of all knowledge, multiculturalism becomes not something which one puts in science education, but is inherently part of, and necessary to, understanding science and the scientific process. Science, like culture, is not an object to be described, but is negotiated, temporal, and emergent. For students of science to gain a deeper understanding of science and scientific progress the authors argue for more context and complexity in science education. Exploring culturally embedded assumptions regarding the nature of science through using the histories and philosophies of the natural science would help students better understand the dynamic, complex natures of the natural sciences. Multiculturalism should result in a more, rather than less, dynamic science. (PR)