This article explores the feasibility and effectiveness of using indigenous languages to teach science subjects in Nigerian junior and senior secondary schools. Guided by Cummins’ Linguistic Interdependence Hypothesis, which posits that conceptual knowledge acquired in a first language can transfer to second language learning, the research investigates how mother-tongue instruction influences science comprehension. Both qualitative and quantitative methodologies were employed, including interviews with a selected number of teachers and students, focus group discussions, and classroom observations across linguistically diverse regions. Findings indicate that teaching science in indigenous languages enhances students’ understanding, engagement, and participation by making abstract concepts more accessible. However, the study also identifies challenges, such as limited instructional resources and insufficient teacher training. The research concludes that while indigenous language instruction holds promise for improving science education, its success depends on policy support, curriculum development, and teacher capacity building.