This study uses the critical race theory approach of counter-storytelling to explore scholarly identity development among first-generation, low-income, BIPOC (Black, Indigenous, and People of Color), and women students transitioning to graduate school. Data included interview transcripts, observation notes, and student assignments from a program that supports students in completing an original research project and applying for graduate school. Findings show the frequent negative stereotypes about students that circulate in higher education as well as students' own counter-stories that reimagine academia and their place in it. Implications include ways that libraries can better support students' scholarly identity development.