A significant amount of research regarding Hip-Hop Based Education (HHBE) fails to provide insight on how to incorporate elements of Hip-Hop into daily teaching practices; rather Hip-Hop based educators focus mainly on incorporating Hip-Hop culture into curricula. This study explores the benefits of using two specific Hip-Hop pedagogical practices in an urban science classroom. Call-and-response and co-teaching, two different pedagogical approaches that are related to Hip-Hop culture, were implemented and studied to understand their benefits in an urban science classroom. Participants in this study are middle school students who attend an urban school in one of the largest school systems in the country. This study provides insight on ways Hip-Hop can be incorporated into the art and science of teaching, extending current HHBE research, which mainly discusses how Hip-Hop can be used to design curricula based on music and rhymes. Through this study the researchers find that Hip-Hop pedagogical practices studied in this paper support students science content acquisition, connects science content to students' realities, and encourages their voice and agency.