This qualitative research study explores how students negotiate their identities as mathematics learners in a college algebra quadratics unit that implements asset-based frameworks that reframe mathematics curriculum to support student awareness of their capacities. This study adds to existing research discourse on teaching and learning opportunities to transform college algebra from a gatekeeper to a gateway course by integrating Culturally Sustaining Pedagogy (Paris & Alim, 2014) and Universal Design for Learning (Meyer et al., 2014) theoretical frameworks in an open-access first-year college algebra course at a two-year Midwestern college. Working from a pragmatic teacher-as-researcher role, I analyzed 25 students' reflections on their mathematics identities based on nature, institution, discourse, and affinity identities (Gee, 2000). This A-priori approach helped provide a snapshot of students' incoming identities and a trajectory of identities based on students' interactions within this asset-based math learning environment. This study's qualitative analysis of students' perceptions of Universal Design for Learning and Culturally Sustaining Pedagogy adds to the research field by providing an understanding of how students relate the relevance of context and culture to math and their lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]