Since the World Conference on Higher Education organized by UNESCO in 1998, higher educational institutions around the world have been called upon to produce educators (teachers) who are able to motivate their learners to: (1) develop an awareness about, and a valid understanding of the Nature of Science (NOS); and (2) relate such knowledge to the worldviews prevalent in their communities. In the pursuance of that aim and in response to the emergence of multicultural classrooms in many parts of the world, new curricula have been developed to make school experience more relevant to learners' home experiences. A common feature of these curricula particularly in the non-western developed and developing worlds has been the bold attempts that have been made to reflect some elements of indigenous knowledge in science classrooms. This article explores briefly such attempts in Japan and South Africa and highlights the prospects and challenges of implementing an indigenized science curriculum in both countries.