Sarah Kimball, a plant ecologist, is the Director of the Center for Environmental Biology and the Director of Research and Partnerships for the Environmental Collaboratory at UCI. In the interview, Sarah discusses their personal STEM journey, the challenges faced along the way, and their perseverance. They initially aspired to be a professional musician but fell in love with environmental science during a class in their first year of a music conservatory, prompting them to switch paths and become a scientist. Sarah mentions the challenges they encountered, including the need to take core science classes during their Master's degree, which felt designed to weed out students. They also experienced imposter syndrome and faced discrimination and sexual harassment in the male-dominated field. Despite these obstacles, their passion for nature and understanding of the interconnectedness of natural systems motivated them to persist. In terms of their research, Sarah focuses on the conservation and restoration of natural communities. They emphasize the importance of engaging the broader community in the scientific process to develop innovative solutions for environmental problems. Sarah collaborates with external partner organizations and applies theoretical aspects of science to practical on-the-ground challenges. Sarah believes that one of the most misunderstood concepts in their field is the distrust of the scientific process, which has been politicized and vilified. Additionally, they highlight the misconception that humans are separate from nature, emphasizing the interconnectedness and reciprocity between humans and the natural world.Regarding education's role in climate action, Sarah stresses the importance of educating future scientists and voters about the impacts of policies on the environment. They suggest immersing students in the natural world whenever possible, taking them on field trips, and encouraging systems thinking. Sarah also advocates for decolonizing the curriculum and teaching local ecology to foster a deeper understanding of the environment. Sarah expresses concern about the prevalence of disinformation surrounding climate change and the tendency to disregard scientific facts. However, they find hope in collaborating with colleagues and engaging K-12 students in the scientific process. They believe that teachers have a significant impact on student's lives and encourage them to get students involved in fieldwork and scientific inquiry. In closing, Sarah advises students to trust their unique experiences and explore different perspectives while developing their own conclusions.