In this article, the researcher discusses three elementary pre-service teachers' experiences in co-planning and co-teaching a Pollution Unit in a 4th-5th grade science classroom in New York City. The study makes use of microteaching papers, lesson plans, researcher classroom observations, interviews, and informal conversations to elicit lessons learned from implementing culturally relevant teaching in science education Examples of pre-service teachers' planning process culturally relevant teaching examples, assessment of student learning, and reflections on microteaching are also presented as exemplars and interpretations of culturally relevant science teaching. Implications from the study are discussed in terms of support to enact culturally relevant teaching in urban elementary classrooms and in pre-service science teacher education. (Contains 2 tables.)