Promoting gender equality remains a central goal of educational policies, particularly in STEM fields. Despite various initiatives, women continue to be under-represented in science and engineering careers. One key reason for this disparity is the lack of visible female role models in media, society, and education. Providing students with opportunities to engage with the life stories of women scientists can foster stronger identification with STEM fields, particularly for female students. This study investigates the perceptions revealed by preservice science teachers while creating a book trailer based on a biographical work about Marie Curie. Fourteen third-year female preservice science teachers participated in the study. After reading the book, participants collaboratively developed original trailers in a four-week process that included introduction, reading and analysis, production, and evaluation phases. Data were collected through submitted trailers and group interviews. Using content analysis, trailers were examined scene by scene in terms of narration, visuals, and metaphors. Themes were first extracted from the trailers and then refined through insights gained from interviews. The analysis yielded four main themes: "Persistent Experimental Approach", "Importance of Social and Personal Support", "Double Face of Science", and "Pioneer Public Figure". The findings suggest that book trailer activities can serve as a powerful pedagogical tool in chemistry education, enabling students to explore the scientific method and personal, social, and ethical dimensions of science while engaging with the life of a scientist.