This study is situated within possible selves theory to explore how senior undergraduate students in STEM develop and envision their future possible selves after graduation. We interviewed students at an urban institution in the US and encouraged them to think about who they will be in the future associated with their future career choices. This study presents two case studies: Ricky and Francisco. These two students discuss a variety of academic contexts through which they negotiate and explore career-related possible selves: conferences, experiences from classes and research, maintained aspirations for science, and dissatisfaction with education from high school. However, we found that in some cases, academic contexts alone are not enough to help students develop future possible selves. Rather, they intersect with social contexts (social identity, out-of-school experiences) through which possible selves emerge. Our findings suggest that students might need more than just classroom-based lessons to explore their possible selves. Implications from this research can benefit the ongoing curriculum development aiming at increasing students' interests in STEM-related careers and building a meaningful professional life after graduation.