One of the first places children encounter science and scientists is children's literature. Children's books about science and scientists have, however, received limited scholarly attention. By exploring the history of children's biographies of Marie Curie and Albert Einstein, the two most written about scientist in children's literature, this paper taps this unutilized resource to cultivate a unique perspective on the history of gender and authority in science and science education. Through analysis of explicit discussions of womanhood and science and implicit gendering of Curie and Einstein's school experiences within these books, this study demonstrates that while much has changed in how these stories are framed the gender of the scientist is still central to how they are represented in children's literature.