This project addresses the ongoing marginalization of Indigenous communities in informal science learning spaces by developing and studying a model that strengthens rightful presence, a justice-centered framework that promotes a greater sense of belonging and shift in institutional power. Ohlone youth and families engage in participatory co-design to create immersive Indigenous science exhibits using mixed reality technologies that will be installed at the Lawrence Hall of Science, UC Berkeley’s public science center. The research employs participatory design-based methodologies to investigate outcomes of youth participation in the design of mixed reality exhibits; the development of a participatory design model that centers Indigenous Science; and ways to support informal science educators to center Indigenous Science. The research seeks to understand how youth develop a sense of belonging, science identity, and interest in STEM careers through their participation and how these aspects amplify their rightful presence in science spaces. The research is guided by an Ohlone Research Advisory Committee and will analyze data from interviews, focus groups, observations, and design products. The tappenekšekma: Ohlone Science Diplomats program involves Ohlone youth and adult family members, who have met for a kickoff event and three design workshops thus far in year 1. An early insight is the importance of a family-based learning environment that centers Ohlone knowledge and values.