This study followed eight preservice teacher career-changers, of varying STEM backgrounds, on their journeys to becoming urban mathematics teachers. Participants had an opportunity to gain a new identity as a culturally responsive teacher entering the teaching profession. This study gave voice to preservice teachers’ evolving views, insights, and experiences during the process of constructing and reconstructing their professional identity and cultural competence as a mathematics teacher preparing to meet the educational needs of a diverse population of students in an urban high-need school district.

Session Type: Brief Research Report