Featuring scientists in classroom materials provides opportunities for students to relate to scientists as role models and see themselves in science. However, it is unclear what information students find most relatable when encountering scientists throughout their education. In this study, we manipulated the amount and type of information provided about scientists featured in biology courses. Within the context of activities focused on a scientist's research study and data, we provided students with either no personal information about the scientist (Control treatment), pictures of the scientist (Visual treatment), or pictures and humanizing details about the scientist (Humanizing treatment). We asked students to describe how they related to the featured scientist, and qualitatively coded responses. Results showed that students related to the scientist's 1) professional research interests (e.g., research topic, science as a career) and 2) personal information (e.g., life experiences, hobbies, personality characteristics, race/ethnicity, gender, and socioeconomic status). In addition, we observed differences in how students related to scientists across our treatments. Students were twice as likely to relate to featured scientists, and related in a greater variety of ways, when course materials included personal, humanizing information. We discuss implications for curriculum development and call for intentionality in how we present scientists throughout biology education.