This piece describes an extended workshop in which reading, writing, listening, and speaking were used to build and sustain a feminist ecology intended to open up access to future lives in science for ethnically and linguistically diverse girls in an urban secondary school. The girls in the description above participated in a project called Girls Writing Science (GWS) at a local urban charter school. For seven weeks, 24 girls, the majority of whom identified as Chicana/Latina, met during a 1.5-hour block at the end of the school day. GWS was designed and implemented in a way that put reading, writing, listening, and speaking at the center of an exploration of thinking and learning about scientific fields. The girls read and wrote about science, created interview questions, wrote emails, interviewed women in science-related fields, and wrote profile pieces based on their interviews. GWS brought together the language arts and the sciences to open up access via writing to scientific ideas, concepts, and people. According to the author, they were committed to creating a transformative feminist experience that combined the language arts and sciences in an innovative way to not only open up access to professional skills but also help young women to build and sustain professional networks and relationships to make pathways clearer.