Abstract
This mixed-methods research study explored Saudi Arabian elementary science teachers' perceptions about and conceptualizations of cultural factors (i.e., social, parental, and school) that influence students' engagement with and learning of science. A descriptive and inferential analysis of survey data from 398 male and female teachers (with broad Saudi geographic representation) confirmed that cultural factors had the statistically greatest impact in the Northern and Eastern provinces and that intimating a close relationship between geographic region and teachers' perceptions of cultural influence. A thematic analysis of qualitative interviews (N = 30) provided additional insight into the ways in which the teachers conceptualize the connection between culture and students' science learning. They expressed the view that students' immediate environment, everyday life, and exposure to technology augmented their science learning while their home culture, media, and faith interfered with the same. The results and findings of this study are relevant to Saudi science education teachers, policy makers, and curriculum developers.