Scientific Literacy (SL) is an important goal of science education reform. Nature of science (NOS) researchers have worked for decades to increase SL through NOS instruction. Science identity researchers have worked to increase SL and diversity in science fields by helping students to see themselves as science people. This research study used qualitative case study methods with a post-hoc quantitative analysis component to explore the connections between NOS understandings and science identities in nine graduates of a two-year high school biology course three years after graduation. Using NOS questionnaires, science identity surveys, and three rounds of semi-structured interviews, connections were shown to exist between science identity development and several aspects of NOS in the consensus view (Lederman et al., 2002). Creative NOS and tentative NOS understandings were connected to science identity in mutliple participants using both qualitative and quantitative results. Implications for the teaching of science and teacher preparation in science fields are discussed.