There has been sustained debate for several decades, on the complex relationships between gender and science. Feminist scholars have critiqued the practices of science as being hegemonic. They trace the history of dominant practices to movements such as logical positivism. The justification for such a methodology drew from the premise that it led to the production of ​‘objective’ knowledge — true and free from human bias. However, a methodology that could be alienating for girls considering the traditional ways through which women have been socialised, could hinder the development of a ​‘science identity’. For girls who manage to continue with science in higher education, there are various other intangible barriers keeping them away from pursuing what seemed during their formative years as promising careers in science. This article presents an analysis of an assignment taken up by students in a Master’s in Education programme, as part of a course in Science Education. It required groups of students to interview a woman scientist in person and observe her working in the institution with which she is affiliated. The qualitative, thematic analysis presented multiple narratives reflecting on the role of support systems together with large challenges in overcoming perceived societal biases. However, the questions and possibilities raised by them present understanding and hope to young girls identifying with and hoping to pursue their interests in science.