It is a safe assumption that the increasing influx of women of color in science education will over time redefine and have an impact on the process and system that educate them. With inclusion comes additional methods of confronting issues, many of which may include alternative modes of teaching and maintaining diverse populations in science. The impact of women of color on this non-traditional teaching arena will most probably be felt on two fronts principally: (1) Science teacher education theory and practice; and (2) Science education for students at all levels of the educational spectrum. This paper focuses on some of the more apparent ways that wider inclusion and representation among women of color in science education may affect these two fronts. The outcome of critical scrutiny regarding the influence of both gender and ethnicity on science education curricula may serve to increase participation and persistence among students in science or science education careers. In addition, investigations of this sort may ultimately yield methods for recruiting and retaining more women of color in science and science education; women grounded in the experiences of others who have successfully met the rigor and institutionalized biases that face ethnic minorities in science. Contains 13 references. (Author)