Abstract
Addressing the policy of multiethnic science education, this investigation is about the multicultural science literacy of Science teachers. Qualitative data were collected by individual interviews from 12 science teachers across 5 ethnic geographical areas in Taiwan who were asked about their teaching experiences of knowing science, talking cultures and doing WMS or/and MSE among multiethnic groups. It concluded some cultural myths that teachers’ views on science, textbooks and instruction are still dominated by western science, their perception on MSE is limited, and folk science is sometime added but not important. Multicultural tolerance for all students is generally in practice yet it is actually transformed into low expectations discouraging science learning. Teachers performed multicultural understanding rather than implementing MSE.