Can storytelling--a revered teaching tradition in many Native American cultures--be used to generate enthusiasm for science and technology among indigenous children and address the achievement gap that exists between Indian and non-Indian children? The Tribal Youth Science Initiative (TYSI) is an innovative new media project for young people, ages nine to fourteen, held at the community college on the Lac Courte Oreilles (LCO) Indian Reservation (Ojibwe) in northern Wisconsin. The participants in the one-week informal science project are local middle-school-age children who live within the LCO community. In the program, the video production process becomes a vehicle for science and media skill development. Local community elders and community-based natural-resource scientists from the Great Lakes Indian Fish and Wildlife Commission (GLIFWC) generate science topics. Instructors from the University of Wisconsin-Madison Department of Life Sciences Communication and faculty from Lac Courte Oreilles Ojibwe Community College (LCOOCC) use pedagogies that incorporate indigenous knowledge systems. In its inaugural year, the program and production areas focused on culturally significant resources like wild rice, fish, water, and the Chippewa flowage. This article explores the underlying failures of Western approaches to science education for tribal youth and offers a new informal science-education model, an organic video approach (OVA) within TYSI, in order to convey scientific principles to Native children in a way that is culturally relevant and engaging. (Contains 17 notes.)