<p>This paper mainly focuses on differentiating between novice and experienced teachers in indigenous science teaching practices in a multicultural classroom in Nepal. I have connected this study with my journey of multicultural science teaching with theoretical assumptions. For this study, two basic level science teachers (grades 1–8) were purposefully selected, representing both the Gorkha district's rural and urban secondary schools. One of the participants was a novice and non-science background teacher, while the other was experienced and from a science background. Classroom observation and interviews were used as the tools in this study. I observed both the teachers' science teaching praxis three times, and interviews were conducted to unpack their experiences with science teaching. During the observation, it was noted that the urban, experienced Nepali language users and qualified and trained teachers can teach any subject more effectively than a novice. Novice teachers could see a significant change in their teaching strategies after they received pedagogical support in teaching methods and language use. The findings depict that contextual pedagogical support (CPS), implementation of the new pedagogical teaching ICAP model, and using students' mother (home) language as the medium of instruction played key roles in decolonizing the current context of multicultural science teaching.</p>