University science teaching remains fairly traditional in its approach, incorporating teacher-centred and lecture-based methodologies and utilizing cook book laboratory experiences. Innovative science lecturers, however, have transformed their understanding and practice as teachers, placing their students at the heart of their actions and engaging in ongoing critical reflection about what they are doing, why they are doing it, and how their students are learning. Through the consideration of two case studies, this article explores what it is like to be an innovative science lecturer and what initially triggered and now sustains their transformation. It posits that critical reflection and transformative learning are at the heart of innovation in teaching in higher education, but that while intrinsically rewarding, engaging in such practice can put career progression at risk if not undertaken strategically.