Situated in the call for teacher educators "to recognize their role as 'curricular agents'" (Rosiek & Clandinin, 2015, p. 304), I use autobiographical narrative inquiry to examine my teacher educator experiences of becoming a "curricular agent" for my elementary science methods course. Describing the paths I travel within curriculum making, I reveal a counterstory centered on intentionally bringing my multiple identities into the curriculum. Paralleling my journey, my preservice teachers,' too, are becoming "curricular agents."