2021-08-172021-08-172020-082020-08August 202https://hdl.handle.net/2346/87649This phenomenological study focused on the lived experience of seven pre-service science education teachers who were trained in the same educator preparation program, located in a low-diversity community, who were involved in a cross-cultural student teaching field experience. The primary data collection methods were in-depth interviews and weekly reflections. The qualitative data were coded and analyzed in an iterative process according to the research questions. The research resulted in one primary theme and three associated subthemes, which emerged from the experiences shared and described by the participants: 1) the participants changed in their intentionality and self-efficacy with the use of CRT and NOS; 1a) the participants increased intent to act on CRT and NOS principles; 1b) the participants increased in self-awareness of the outcomes and results from applying CRT and NOS; and 1c) the participants increased in self-awareness of influences on their self-efficacy and conceptual understanding of CRT and NOS. These themes were analyzed through the theoretical lenses of multicultural theory, the constructs of the nature of science, and experiential learning theory. The experiences associated with the participants in this study serve as the foundation for the discussion about the changes in intentionality and self-efficacy through a cross-cultural science teaching experience. The theme and subthemes that emerged from this research provided support and additional insight to the theoretical and conceptual framework of the study. Wherein the primary theme revealed a change in the participants’ intentionality and self-efficacy through a cross-cultural field experience, the conclusion that was drawn from this finding was that experiential learning is an important component of educator preparation in that it provides pre-service teachers with the opportunities to develop an awareness of their skills and pedagogical understanding. Prior experiences and training influence the conceptual understanding and levels of self-efficacy of pre-service teachers as they embark on cross-cultural student teaching and other field experiences. Their conceptual understanding of the constructs of the nature of science influence their views and awareness of the role and influence of culture in science learning and, in turn, their intent to act on these. As pre-service teachers engage in cross-cultural field experiences, they develop a self-awareness of the influences of culture on the learning process, the many outcomes and results of addressing or including culture in learning, and the myriad outside influences on their self-efficacy and conceptual understanding of culturally responsive teaching in a science class. Recommendations are offered for pre-service teachers, educator preparation programs, and possible additional research. Given that there are many variables and additional aspects that influence the intentionality and self-efficacy of pre-service teachers, the proposed recommendations should be considered on an individual basis and with associated limitations.application/pdfengPre-Service TeachersCulturally Responsive TeachingCultureField ExperienceCross-Cultural ExperienceNature of SciencePhenomenologyThesis2021-08-17Access restricted until August 2021.