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Research suggests autobiographical memory plays an important role in shaping identity and directing future behavior. This mixed-methods exploratory study examined the narrative qualities of autobiographical memories related to students’ interest in careers in STEM (Science, Technology, Engineering, and Math) fields and their associations with scores on measures of science identity, imposter phenomenon, and academic achievement (i.e., grades in STEM courses and number of STEM courses taken) among 105 participants of a U.S. National Science Foundation-funded academic support program for low-income STEM students. The inductive categorization of participants’ narratives revealed ten distinct thematic domains: family and peer influences, transformative STEM experiences, career shifts, personal growth, overcoming adversity, role models, early interest, supportive mentorship, diversity and representation, and recognition of aptitude. These narratives were further examined for vocational needs and values based on the Theory of Work Adjustment. Intrinsic motivation, achievement, and status were the most prevalent vocational values identified, followed by altruism, autonomy, comfort, and safety. Finally, we applied the Narrative Identity Framework to assess each narrative in terms of motivational and affective themes (i.e., agency, communion, affective tone), autobiographical reasoning (i.e., meaning-making), and structural aspects (i.e., specificity, context, chronology). Higher narrative specificity was prospectively associated with a greater number of STEM courses completed. Science identity was positively associated with narrative context, theme, and meaning-making. The current study underscores the potential relevance of personal storytelling to academic adjustment and lays the groundwork for future research to elucidate the mechanisms linking personal narratives to STEM engagement, persistence, and achievement.