This chapter outlines three major areas that play a role in equity in the science classroom—addressing issues of bias, making connections between science and society explicit, and helping students cross the border into the culture of science—each residing under the control of the classroom teacher. These three areas ultimately deal with one of the two important strategies—building students’ confidence and sense of belonging in science. The second important strategy is maintaining expectations that students will critically think about important scientific concepts and develop facility with technical science terminology. Both strategies are essential in achieving equity in science education, and teachers play an important role in ensuring that every student has full access to the human right of science education.