This article reports on two research projects (one in Malaysia and one in Australia) that studied the experiences of Islamic background learners studying western science. Conceptually, this research program is conducted within a socially constructivist discourse and employs both quantitative and qualitative forms of data collection. The article illustrates ways in which learners' meaning-making in science education is shaped by faith and culture and has the potential to expand our grasp of the expressions, implications and limitations of the constructivist hypothesis in education. In this sense it has an "equality of opportunity" agenda by working to improve access to, and experience in, the science curriculum for Muslim students. (Contains 1 table.)