To address the challenges associated with a deficit-oriented teacher socialization into the workplace, process writing can be used to facilitate a well-monitored process of ongoing scrutiny and analysis of prospective teachers' evolving conceptualizations. The expectation is that process writing thus delineated facilitates prospective teachers' incremental appreciation for the role their own identities play--particularly for those of middle-class background--in understanding the often overlapping contexts of poverty and cultural and linguistic diversity. The reflective nature of process writing also enables prospective teachers to rethink their roles as cultural brokers and agents of change. This article reports on four prospective teachers who belonged to one of four "peer review writing group" (PRWG). Given the intensity of the changes documented in prospective teachers' writing, depth was prioritized over quantity for this article by focusing on one PRWG. (Contains 8 notes.)