The idea of science for all has been echoed nationwide. In order to be successfully implemented, inclusive quality pedagogical approaches are essential. These approaches should be authentic not just to the nature and content of science but also to children’s diverse cultural and personal strengths. At the same time school systems will have to be aware of and avoid pitfalls that led to unequal access to science learning in the past. The question is: What do quality approaches look like? This chapter provides the answer to this pertinent question.