In this study, we sought to understand what might be learned about preservice teachers' mathematics learner and mathematics educator identities in the context of a problem-solving focused mathematics content course. Twenty-two preservice teachers participated in this study as part of their undergraduate teacher preparation program. We implemented a narrative identity lens which operationalized stories as identity with a sociocultural understanding of learning. In our findings we discuss examples of how mathematics learner identity influenced mathematics educator identity, and vice versa. In addition, we emphasize the importance of the way that preservice teachers define mathematics and how this influences mathematics identities. [For the complete proceedings, see ED657822.]