The following methodological research article offers a case for using narrative inquiry to understand qualitatively the experiences of historically minoritized (HM) graduate students in chemistry. The research article utilizes empirical data aimed at understanding how a chemistry graduate program professionally develops graduate students into chemists. The scope for the research article centers on the experiences of an HM graduate student pseudonymized as Elena. Data sources for this work consist of ethnographic relationship building with Elena, one 90 min interview, and member checking. The current work draws on counter-storytelling, a narrative technique derived from critical race theory. Utilizing counter-storytelling, the article shares how Elena's narrative, and thus her experiences, are shaped by raced, classed, and gendered ideologies imposed by the structure of the chemistry graduate program. The goal of the article is to share the efficacy and novelty of employing narrative techniques to understand the experiences of HM students in chemistry, which can inform graduate professional development and mentoring practices.