<p>As global challenges grow more complex and demand interdisciplinary solutions, it is essential that students are capable of grappling with such complexity to prepare for the world they will inherit, such as understanding how sociopolitical factors impact scientific decision-making. In this study, we examine how science teachers describe their decision-making processes when addressing the sociopolitical dimensions of real-world science issues. Using teacher identity as a conduit for exploring the responsibilities teachers considered intrinsic to their role, we asked: in what ways do Guyanese science teachers position themselves as sociopolitical actors through their teaching work? We situated this study in Guyana as this a geographic context under-explored in education literature and focused on six secondary school science teachers. Semi-structured interviews revealed factors that influence science teacher identity, and how their identity reveals the possibilities and tensions for sociopolitical discussion in their classrooms. We conclude with a discussion of the weight of politics in this context and the possible consequences for transformative science education efforts if science teachers are not given a concerted opportunity to reconcile their relationship with politics with their view of science.</p>