This study explores the science teacher identities of 35 elementary pre-service teachers enrolled in an elementary science methods course in the third year of their professional coursework. Using an explanatory sequential mixed methods approach, this research answered two research questions: How do pre-service teachers view themselves as science educators, and what factors affect their science teacher identity during science methods courses? Data was collected using a survey that included an adapted version of the McDonalds et al. (2019) STEM professional identity overlap (STEM-PIO) instrument. This instrument featured both quantitative components (a single-item pictorial response scale) and qualitative elements (two open-ended questions). Findings revealed that most participants (69%) perceived themselves as possessing a partial alignment between their self-image and that of a science teacher. Further results indicate that instructional experiences that prepare pre-service teachers for science instruction within a methods class play a significant role in shaping their identity as science teachers. This research is crucial for researchers and teacher education to understand the factors responsible for the development of pre-service teachers' science identity as it pertains to a science methods class.