I’ve always been service-mind oriented, since being a Resident Assistant (RA) in college. As an RA, I was concerned with supporting the girls of my floor, the rules of the hall, and the support offered from the university. I stayed as an RA until I graduated, even advancing to be a Senior RA, where I was able to have my own apartment in the residence hall. A common thread has been the care or lack thereof of women, myself included. I have found this quest regarding women and Black women and girls to be the constant variable in my journey and no doubt a part of that is because I was once a young Black girl with vivid points in time that brought my interest to science. This chapter details many of these vivid points and their relevancy to young Black girls in science and Black women in academia today. Some might say that being a parent to only boys also contributed to my quest. In being on this quest, I have had as many, if not more questions added than I have had answered. Like many science education researchers, I want my journey to produce pieces that can help inform those that teach young Black girls. I stand as a burgeoning science education researcher, and I was not always so, but here in this chapter my journey goes through the empowerment I experienced as a scientist in some spaces, the capable others in my path and the many ways that I supported other women through their science journey. I have reached this budding junction of my career like heroines in adventure movies who narrowly pass through the corridor of fire spigots, hoping not to get burned…badly. There are times and spaces in science when I have landed and felt as unnoticeable as a fly on the wall witnessing the imbalanced power in a science career through the actions and words of those surrounding me. People often say, “if these walls could talk” or “I’d like to be a fly on that wall.” I’ve been in spaces where others were so brazen that they did not care about my listening ear, as if to be a fly on the wall. I was insignificant of them being careful of what they were saying or who they were saying it about. What was it that made me, at times, invisible? These moments inform how I approach being a science education researcher and to me the role is personal as is this chapter.