I am explicating the neologism critical genetics as a site of curricular engagement for urban science students, acknowledging that schools and school systems are hierarchical structures that reflect a community’s social norms and practices. This critical and standards-based critical genetics curriculum interrogates and disrupts the deficit narratives for inner-city minority youth while helping students manifest skills that are crucial for college-bound science learners. I also explicate the curricular choices made in an attempt to help students participate in developing authentic counternarratives so that they could resist the racial determinism embedded in dominant narratives of school success.