This case study was completed in Fall 2021 with elementary and middle grades pre-service teaching candidates. The goal of the study was to engage candidates in storytelling and reflection of their science identity. Science identity is important as science discourse is historically not diverse. Candidates completed a narrative podcasting assignment within their science methods coursework that asked them to draw upon their experiences. Students were then invited to participate in a focus group during which the authors gathered more insight regarding the candidates' previous experiences and ideas for future teaching. Carlone and Johnson's (2007) Model of Science Identity was used as a framework for this study, which conceptualizes science identity within three intersecting components of performance, recognition, and competence. Conclusions and implications include using reflection in coursework to increase candidates' awareness of bias, support their science identity development, and investigating how narrative podcasting can impact current teaching practices.