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This research paper examines students’ perceptions of faculty and how it influences their identity trajectory. First-year students enter undergraduate engineering education with rich stories of how they came to choose engineering as a career pathway. Over time, the culture of engineering and network of peers, faculty members, and professionals shape students' stories and identity trajectories. How students “cast” faculty members in their story, often as helpful or hurtful actors, have implications for their identity trajectory, success, and, ultimately, retention in engineering. In this paper, we used two composite narratives constructed from longitudinal narrative interviews with 16 students to illustrate how students cast faculty into a role as either a support or an obstacle, based on their classroom experiences and interactions with them. This paper highlights the interactions that led these students to view faculty as helpful or harmful and explores the effects resulting: influence over student identity trajectory by fostering or hindering relationship building and networking, as well as influencing intellectual growth and personal ability beliefs.