This paper invites science teachers to reflect on their own stories of teaching and learning, to build meaning from their personal stories, and to apply their fresh insights to better understand themselves and their teaching. The significance of the research lies in its ability to share authentic stories that represent the experiences of a preservice science teacher. The stories model the critical role of reflection. The paper has been written for (a) preservice science teachers seeking their personal histories in the context of their career goals, (b) practicing science teachers interpreting the themes of their own stories to critically examine their classroom practices, and (c) science teacher educators exploring the relationships among gender, experience, and career aspirations of preservice science teachers. Collaborative work for this paper evolved from an alliance between a beginning science education faculty member and a preservice science teacher. The paper examines the motives and interests of a female preservice science teacher and it contains her autobiographical stories. The themes that emerge from the stories--effective teachers, her own teaching, and gender--are also discussed. Contains 24 references. (Author/JRH)