Few twentieth century scientists have generated as much interest as Albert Einstein and Marie Currie. Their lives are centrally depicted in numerous children's biographies of famous scientists. Yet their stories reflect interesting paradoxes and tacit sets of unexplored sociocultural assumptions about gender in science education and the larger society. Trevor Owens' analysis of common Einstein and Currie biographies for children provides a context for us to consider a deeper reading of these scientists' stories in ways that can be both empowering and liberating. In the process, we consider some interesting tensions surrounding the gendered nature of their stories.