This study delves deeply into the conceptualization of science teacher identity in secondary schools, as this identity is considered a key variable in determining the teaching of this discipline. The aim of this article is twofold: to understand the relationship among several components that conform to this identity and the use of technology for teaching and learning, and to describe types of science teacher identities. Data were collected from a survey conducted with 104 teachers from 40 districts in Utah (USA), considering their conceptions of teaching and learning, their conceptions of the nature of science, their feelings about technology, their competency in using technology, and frequency of classroom technology use. Results revealed the existence of strong correlations among many selected components of science teacher identity, and the identification of three clusters of teachers: Agree with constructivism-Disagree with instructivism teachers; Strongly agree with constructivism-Strongly disagree with instructivism teachers and Strongly agree with constructivism-Undecided about instructivism teachers. Finally, the practical implications of these results in terms of science teacher identity development are discussed.