Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised. The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners. This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools. Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori. Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy. Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.