This paper will describe a five year research project of a teaching strategy whereby pre-service credential students at a southern California university were taught to develop and apply science curriculum to parents of elementary-aged English as a Second Language students. The paper will elaborate upon the importance of parental engagement in science pedagogy as it relates to working with under-represented minority groups. Moreover, the focus of this teacher research centers upon the implementation of teaching strategies that are culturally sensitive, contextually rich, and scientifically accurate. The article will conclude upon general findings and suggestions for further research and pre-service teacher education as it relates to teaching science pedagogy in a way that better serves minority children and their parents and/or guardians. Here, we are defining minority children as those that come from non-mainstream Anglo-American culture and are second language learners.