In this article we share insights from our ongoing research on the concept of "science capital"--a term that refers to an individual's science-related resources and dispositions. We have been working in collaboration with secondary teachers in England to explore the applications of the concept in science teaching practice. Underpinned by a social justice agenda, our aim is to meaningfully engage students from diverse backgrounds with science. We present our developing work as an orientation point for science capital informed approaches in the classroom, which include eliciting, valuing and linking students' own experiences and interests, embedding science capital dimensions, and reflecting on the "field" of the science classroom.