This case study features a curriculum development project designed to increase the visibility of African American heritage in STEM. The principal investigator, Catherine Quinlan, Ed.D., is an assistant professor of science education at Howard University, where her research on culturally representative science pedagogy is being piloted in her undergraduate preservice education courses and with in-service teachers, administrators, and university science educators who attend her webinars and conference presentations. The curriculum is created for K-12 science education standards and includes several technological products made for classroom use. This is the first curriculum model of its kind that embeds the historical, social, and cultural narratives of African Americans into STEM concepts.