This chapter explores the role of non-formal educational spaces in early childhood science learning and the engagement of Maghrebi mothers in supporting their children’s education. Using a qualitative ethnographic-narrative methodology, the study examines experiences in the Nana family support center, where mothers and children participate in science outreach activities, particularly those focused on environmental sciences. The findings reveal that mothers’ participation is shaped by cultural backgrounds, migratory experiences, and the structure of the educational space. Barriers include the perception of science and environmental sciences as distant or highly specialized, linguistic and cultural differences, and limited trust in institutions. At the same time, key facilitators emerge, such as cultural mediation, the recognition of families’ cultural backgrounds, and flexible, context-responsive activity planning. Building on these insights, the chapter argues that the active inclusion of Maghrebi mothers not only strengthens the bridge between home and scientific learning but also transforms non-formal educational settings into more meaningful and accessible spaces for all families. By situating these practices within the framework of the Sustainable Development Goals, the study demonstrates the contribution of community-based science learning to environmental literacy and social inclusion. This chapter offers an innovative perspective on inclusive science education, emphasizing the engagement of migrant families as active co-learners in sustainability education.