This article is a systematic literature review of cross-cultural science education research articles published between 1999 and 2019. Programs and practices that seek to extend our understanding of implementing effective cross-cultural research are analysed. More research in elementary school contexts, particularly in rural and remote locations is recommended. Including cognitive outcomes into the data collection mix would allow for a clearer picture of student learning. Future research in the field of indigenous science education should also include culturally responsive methodologies that work in an agreed middle-ground space.