Scholars attentive to power have documented how STEM instructional pedagogies often present themselves as race or ideologically neutral, yet privilege white-western racial, gender and sexual identities, which harm minoritized students’ ability to belong and persist in STEM (Haynes & Patton, 2019; Blackburn & McCready, 2009). Serving as a counterstory of resistance to oppression, this ethnographic case study provides a detailed longitudinal account of Phoebe, a queer Latina’s social justice becoming. We provide moments of resistance as she navigated her STEM undergraduate career and teacher preparation program, spaces that are documented as being steeped in whiteness (Carter Andrews, et al., 2021; Sleeter, 2017). Through an in-depth exploration over three years, we offer a counterstory of how a range of experiences helped Phoebe foster her own belongingness in STEM and advocate for LGBTQIA+ youth inclusion as part of her teacher preparation fieldwork. This paper ends with suggestions on supporting STEM majors and future STEM teachers who hold LGBTQIA+ intersectional identities.