School cultures, curriculum, and instruction are too often created through a monocultural lens, which excludes Black and Latino/a/x students both socially and academically, and perpetuates the false notion that these students are inherently less capable of achieving academic success when compared to their White counterparts. This is visible across all content areas, but especially in secondary science, technology, engineering, and mathematics (STEM) classes, which means that our Black and Latino/a/x students are continually denied preparation for the critical, high demand careers in the STEM field. Just as critical, with the dominance of White teachers in the classroom, out Black and Latino/a/x students often do not have access to teachers who share their lived experiences or who understand the nuances of their home cultures. However, teachers and school instructional leaders can change course by focusing their efforts to develop a rich cultural consciousness, and by focusing on the utilization of culturally responsive pedagogy (CRP) and related instructional strategies with great intentionality in the classroom. This mixed method, single site, exploratory case study was conducted to examine Black and Latino/a/x students' perceptions of their culturally responsive STEM teachers' cultural consciousness, and culturally responsive STEM teachers' perceptions of culturally responsive practices and their Black and Latino/a/x academic abilities. The results provide a clear discrepancy between STEM teacher and Black and Latino/a/x student perspectives that emphasizes a tension between them. This tension must be further explored and highlights a critical need for STEM specific professional development that encompasses both culturally responsive practices and opportunities to develop a critical consciousness.