This longitudinal critical ethnographic study gave voices to Black and Brown girls who are racially and traditionally marginalized in STEM education. With the understanding that current science curricula are not culturally inclusive (Adjapong & Emdin, 2015; Atwater, 1996; Emdin, 2016; Ladson-Billings, 1995; Mensah, 2012; Takaki, 2012), the researchers explored the girls' responses to a science program that focused on addressing some of the existing cultural divides between urban youth of color and their counterparts, namely the Science Genius program. The goal of the study was to find out if the confidence and the engagement level of Black and Brown girls changed, and to what extent negative societal stereotypes about Black and Brown girls in science could be addressed if science were culturally relevant to their daily lives. We argue that the results of the study will provide insight into how to increase the diverse pool of participants into STEM career fields.