In this study, the experiences of five early-career science teachers were examined as they transitioned from science, technology, engineering, and mathematics (STEM) professions into education. The early-career science teachers’ journeys were revealed through a teacher preparation program and engagement in professional learning as participants in a fellowship program. This study involved a deep delve into their K–12 experiences, how they were recruited into teaching, reflections on their preparation, and how they navigated the first two years of teaching. Utilizing narrative inquiry (Clandinin & Connelly, 2000) and narrative analysis (Riessman, 1993), the voices of these early-career Black and Brown teachers were elevated. The conceptual framework that informed this study included Love’s (2019) abolitionist teaching and Nouri and Sajjadi’s (2014) emancipatory pedagogies. Data sources included semi-structured interviews and artifacts in the form of course materials, lesson plans, and assignments. The following themes emerged: (a) the participants were inspired to pursue science teaching to increase representation and serve as models or extended family members for Black and Brown children to realize their potential; (b) critical readings, reflections, and exposure to abolitionist teaching and emancipatory pedagogies in the methods course sequence prepared the early-career teachers to humanize the instruction and affirm the identities of Black and Brown children; and (c) the fellowship program served as a vehicle to attract and retain early-career science teachers by providing financial support, customized professional development, and a community of peers and faculty. The implications of this study are that it is important to offer teacher preparation and fellowship programs that can equip pre-service and early-career teachers with the necessary knowledge, resources, and support to enable them to firmly oppose oppressive structures in their schools and communities.