While many studies have investigated the relationship between teachers' identity work and developing practice, few have examined teacher candidates' developing practice through a storied identity lens. Drawing upon narrative inquiry methodology and a storied identity analytic framework, I examined how the storied identities of learning science, choosing to become a science teacher, and becoming a science teacher shaped teacher candidates' learning to teach. In particular, I examined the stories of two interns by focusing on their experiences as science learners, and transitions to becoming science teachers. Also, I examined the influence and implications of their identity on their instructional practice while learning to teach. This study suggests that a storied identity lens can provide a better understanding of the different practices that teachers enact under the same teaching context. The results have implications for teacher education programs to consider providing more opportunities for beginning teachers to tell their stories of science learning and learning to teach, and to be aware of how the social cultural context plays a role in shaping teachers' practice.