In Turkey, there have been published articles regarding multiculturalism for last ten years. However, there are not numerous articles that stress analytic approach to deepen the relationship between multiculturalism and science education in the circle of science education academia. The present article aims at bringing up the reflections of discussions in worldwide literature based on science education. The mainstream publications have mostly considered the term multiculturalism as harmonic. What if this term is articulated with science education? In the present paper, while discussing epistemological and pedagogical aspects of education, the polarization in the area can be categorized as Universalists and multiculturalists. Another classification can be threefold; postmodernists who consider scientific issues as relative, another group who predominantly accepts the effects of sociological issues over science, and the last one who recognizes rationality and authority of science. While classifying the approaches to multiculturalism and science, the terms considered as an apparatus of multiculturalism such as border-crossing, indigenous science, viability, long-standing-ness, multicultural science, Western Modern Science and cultural setting/venue., are discussed in the frame of science education. In the paper, some critical questions are brought up. For instance, what do suggest Western and local scientist? Who are advocates of indigenous science for in the Third World Countries? Do we do local or universal science? Why are the proponents of indigenous science accused of being crypto-racist? Why did the term misconception turn to alternative conception? Should the sensitive topics such as evolution be designed based on the cultural setting of society? Can the relativist and the pragmatic epistemological structure of constructivism drag science to pseudoscience or has it already happened? Didn’t we apply the constructivism although we comprehend different versions of constructivism last 20 years, such as radical or social constructivism. Were the applications of constructivism incorrect? Or were the applications of constructivism correct and right now are we gathering the outcomes of it? Based on these questions, the tension between postmodernists and the followers of the Enlightenment tradition are uncovered. The argument of science education based on the cultural setting on behalf of freedom of education might sound excellent, however the readers should ponder upon the connection between relativist science education depending on the cultural background and its application’s possible consequences such as solipsism, narcism, and reactionarism.