Many science fiction conventions host interactive sessions and activities related to science fiction, fantasy, and popular culture media for the public. Specialized sessions known as "science tracks" are spaces where science professionals and conference attendees discuss and question the science embedded within science fiction fandoms. The present study focused on science, technology, engineering, and mathematics (STEM) identity formation among science track attendees identifying with an underrepresented group in STEM. As such, six science fiction convention attendees were interviewed to explore their life histories, interests in science, STEM, and science fiction, to illuminate factors that influenced their STEM identity development, broadening insight into free-choice, adult, STEM learning environments. Narrative inquiry captured and examined participants' stories utilizing subsequent inductive and deductive coding to explore attributes of STEM identity. Findings suggest sampled attendees had rich and varied stories regarding their STEM identity formation over their lifespan; common threads of childhood experiences and recognition from others, such as friends, family members, and other science fiction convention attendees, shaped their interest and identities. Attendees noted the science tracks were safe places to participate in questioning and communication with science experts regarding their science fiction fandom interest. Yet, their interest in science or STEM, from these experiences highlight the lack of access to quality STEM programming and mentors perceived to be similar to themselves. Overall, science fiction conventions can provide STEM programming that is accessible and welcoming to a diverse community connecting the public's interest in science fiction fandoms to science.