In this article, we highlight the experiences of two Black early-career science teachers who transitioned from their STEM professions into the classroom. This study explored factors that influenced their decisions to choose education and how being introduced to abolitionist teaching during the preparation process informed their roles as educators. Abolitionist teaching served as the theoretical lens to examine their pursuit of teaching as a career and the classroom practices that they employed. Data sources included two semi-structured interviews with each participant and artifacts from the teacher preparation program and their science classrooms. We lifted up the voices and experiences of teachers through narrative inquiry and, two major themes emerged from their stories. Findings revealed that the participants were inspired to serve as role models and positioned themselves as extended family members for Black and Brown children to realize their potential. Findings also highlighted the significance of centering abolitionist teaching in the science teacher preparation program to equip and position these teachers to resist marring practices within their schools. We argue that educational reform efforts must acknowledge the value that Black teachers bring to science classrooms and create retention initiatives that protect and support them.