In the early 2000s, Indonesia's shift from teacher education institutes to universities brought about a profound change in the role of Teacher Educators (TEs), making their environment more research-focused. This exploratory study examines science teacher educators (STEs) who transitioned from teacher education institutes to universities, juggling both teaching and research in their professional roles. The sample was 73 STEs from a prominent Indonesian university known for its expertise in teacher education. Data were collected through an online survey. Using self-determination theory as an analytical framework, the findings reveal that STEs' postgraduate backgrounds and their fields (education and science) influence their role perceptions. Despite the multifaceted responsibilities in universities, educational backgrounds still shape their priorities. For example, those from teaching backgrounds prioritize teaching, while those with science backgrounds prioritize research. Individual competence also plays a role, as STEs rely more on personal professional development efforts than institutional support. This study sheds light on STEs' role perceptions, impacting science teacher preparation by focusing on their teaching practices and advancements in science education through research.