The importance of environmental influences outside of school has been the focus of numerous studies that support the home’s influence on science learning. Students who come from homes primed with experiences that parallel curriculum are able to immediately participate in a productive manner. The aggregated effect is that experiences provide the foundation for subsequent learning. It is the schools’ responsibility to identify science deficits and provide appropriate instruction to students. By not recognizing student differences, schools foster existing inequities. This article prepares educators to provide “science for all."