Despite the existing gender stereotypes associated with science and masculinity, there are some female teachers in secondary co-educational schools in Bangladesh who are contesting this normative discourse by taking up a profession in the science field. This research is an attempt to make visible lived gendered experiences of female science teachers. Through the use of feminist theory, this research unveils married and unmarried female science teachers' struggle with gender structures in schools, families and communities. This empirical study revealed that, in a classic patriarchal society, female science teachers face several challenges due to their socially prescribed gender-roles, symbolic representation, gender-specific norms and constraints in their institutions. This study contributes perspectives on how to overcome the fabricated myth of females' intrinsic incompatibility with science.