Much of the research that focuses on the academic success of Black youth in urban science education does not consider the provision of tools that educators can use in becoming more effective. This article discusses this issue, and introduces an approach to pedagogy--reality pedagogy--which includes five distinct types of practices (the 5 C's) which teachers can implement in their classrooms to facilitate effective science instruction. I describe the 5 C's of reality pedagogy; discuss ways they can he implemented; and show how they can both support the effectiveness of urban science teachers and the agency of Black youth in their classrooms.