Indigenous people are significantly underrepresented in the fields of science, technology, engineering and math (STEM). The solution to this problem requires a more robust lens than representation or access alone. Specifically, it will require careful consideration of the ecological contexts of Indigenous school age youth, of which more than 70% live in urban communities (National Urban Indian Family Coalition, 2008). This article reports emergent design principles derived from a community-based design research project. These emergent principles focus on the conceptualization and uses of technology in science learning environments designed for urban Indigenous youth. In order to strengthen learning environments for urban Indigenous youth, it is necessary, we argue, that scholars and educators take seriously the ways in which culture mediates relationships with, conceptions of, and innovations in technology and technologically related disciplines. Recognizing these relationships will inform the subsequent implications for learning environments.