<p>Scientific practices are important for developing students’ understanding of the epistemic basis of science. This study proposes the notion of “<i>multimodal border crossing</i>” which describes how multilingual students draw on different modal and linguistic resources to navigate the borders between students’ everyday cultures and cultures of scientific practices. <i>Culture of scientific practices</i> refers to norms and values of science as a collective process where individuals collaboratively enact and reflect on scientific activities to generate and refine scientific knowledge. Drawing on video and interview data, the paper adopts a case study approach to explore how two groups of Year 7 (aged 12–13) multilingual students in Hong Kong from different learning environments use various multimodal and linguistic resources to make sense of culture of scientific practices. Although the study takes place in English-medium instruction classrooms, multimodal border crossing encourages equitable meaning making of culture of scientific practices. Our findings demonstrate that despite the linguistic boundaries set in the classroom, multilingual students used verbal Cantonese and drawings to bring their imaginative culture to navigate the border between their everyday cultures and cultures of scientific practices. Moreover, they wrote in different languages, highlighting a multicultural approach to learning when they represented how scientists communicated and shared their findings. Owing to the linguistic boundaries set in classrooms, students attempted to use a range of multimodal and multilingual resources to make sense of the&#xa0;culture of scientific practices. The findings point to the importance of capitalizing on the existing cultural resources that multilingual students possess and allowing their flexible use of different linguistic and modal resources, to help them navigate the boundaries between everyday and scientific cultures.</p>