In Pauline Chinn and David Hana"ike's chapter exploring the role of place, culture,­ and situated learning on teacher agency in science, Pauline and David employ Cultural Historical Activity Theory (CHAT) and Actor Network Theories to examine David's lived experiences as a middle-school science teacher in Hawaii. Through ethno- and biographic narratives, Pauline and David offer a "genealogical" examination of David's early experiences as a learner, focusing on the ways in which his identity as a Hawaiian native has shaped his growth and development as a science teacher. Specifically, Pauline and David emphasize the intentionality of David's establishment of activity networks with individuals within schools and the local community as being connected to his identity. They provide examples of how these activity/social networks have supported his development of a teaching practice that has enabled him to successfully connect school learning to place, culture, and science for students who, like David, identify as Hawaiian natives.