High teacher attrition rates suggest the need for new methods of STEM teacher education to prepare teachers for fulfilling professional and personal lives. This design research study explores an approach to teacher learning within a US university-based teacher education course which centres projective agency as a key aspect of teacher learning, specifically to imagine transformative educational futures. Using thematic narrative analysis, this study presents evidence suggesting teachers can articulate their educational values by creating aligned possible futures. Drawing upon their experiences, these teachers envision futures that sometimes reimagine the constraints of the current educational system. By fostering projective agency, these envisioned pathways facilitate expansive action beyond teachers' past experiences and present circumstances, fostering sustainable flourishing for both teachers and students.