Recent research has focused on the use of reflection to examine teaching practices of preservice and inservice teachers. Limited research, however, has been done by university science educators on their own practice. This study involved two university science educators collaboratively participating in such an activity with an inservice teacher. It used narrative inquiry to examine the practice of the three science educators. Specifically, it used one form of narrative inquiry, namely autobiographical analysis. Autobiographical analysis is a useful methodology for self-reflection. In this study, two science educators (a university science educator and a K-12 science teacher) reflected on the influence of constructivism on their practice while the third (a university science educator) reflected on her practice from a feminist perspective. The shared outcome is the recognition of conflicting dilemmas that each experienced in his/her practice. (Author/LZ)