This research report by the Spencer Foundation calls to attention the lack of culturally responsive and sustaining education (CRSE) practices in math and science and offers specific research-based efforts for integrating it. CRSE is critical to fostering deeper, engaged learning in empowering ways, particularly for our historically marginalized students. However, practices such as tracking and the limited opportunities for teachers to develop CRSE approaches in pre- and in-service training hinder CRSE implementation in K–12 math and science. Five priority areas to guide future research and policy are discussed, including efforts such as familial involvement, developing teachers and their learning experiences, and holistic evaluation standards. The priority areas are rooted in dismantling systemic inequalities within education by centering diverse perspectives, people, and positionalities to see learning as robust and expansive. Overall, the report may support future work for researchers, policy actors, teachers, and teacher preparation faculty and administrators looking to implement CRSE into STEM.