In this paper, I share findings from a qualitative study of culturally responsive science instruction in Aotearoa New Zealand. Findings from teacher interviews, student focus group interviews, and classroom observations across 4 school sites reveal that culturally responsive science teachers of indigenous students attend to each of the following 4 domains: (1) honoring students’ cultural identities; (2) facilitating student engagement with rigorous content; (3) promoting responsive and student-centered pedagogy; and (4) building strong, affirming student-teacher relationships. While the first 3 domains are more often discussed in research on culturally responsive science instruction, the science teachers and Māori students in this study viewed the fourth domain, relationship-building, as the most important element of “good science teaching.”