This study sought to understand the biology education major students in a narrative way, focusing on two cultures, science and the humanities. Seventeen students majoring in biology education participated in this study. Participants had time to describe and discuss their lived experiences related with their academic track choice (Science vs Humanities) and current identity as STEM students. Their descriptions were analyzed by two researchers. In their narrative, individual backgrounds for choosing the science track appeared to be diverse. In common, however, two cultures played a role as a very solid system in their experiences, and for this reason, rather than critically thinking about the two academic track systems, they thought about which was more suitable among the two cultures. After choosing the science track, they had been thinking and defining themselves as a science person without doubt, but after studying various fields that they experienced as a biology education major and critical consideration of the two cultures system made them reflect on their thoughts of their identity within the two cultures. As a result, the participants shared their lived stories together and re-constructed their current identities. Based on the results, we suggest the necessity of education for science teachers to help pre-service science teachers construct diverse identities with flexible perspectives of the two cultures.