With a growing need to give underrepresented populations equitable opportunities in science, less traditional pathways for science instruction must be considered. Incorporation of feminist pedagogies into secondary science teacher education provides an opportunity for preservice teachers (PSTs) to help underrepresented minority groups connect to and build an interest in science. A civic engagement project was designed for undergraduate students in a capstone course in a Women and Gender Studies program, in which students were charged with identifying and interviewing a person in their dream career who was involved in feminism. This paper discusses the responses from an interview with a secondary science education methods professor with an intersectionality as an African-American female scientist in a predominately White institution in the Midwest. The interview focused on how different feminist principles affected her goals for the science education courses she teaches, and included a critical analysis and discussion of activities completed in the secondary methods course. In this paper we discuss how a secondary science methods course grounded in inclusionary feminist principles led to the development of activist pre-service science teachers with a commitment to representation and to recognition and discussion of bias. The data supporting the project are excerpts from the interview questions as well as specific activities implemented in the secondary science methods course that influenced the first author's lesson plan development and philosophy of teaching. Clearly, experiences for PSTs that are grounded in exposure to and awareness of pre-service teacher activism, representation, and recognition and discussion of bias are necessary if we are to create equitable opportunities and to foster an interest in science that is accessible to all students and teachers.