Teacher identity has been defined in different ways through different methodologies. In this paper, the author uses autobiographical information, based on his life as an urban teacher and teacher educator, to depict his journey, insights and experiences. In doing so, he synthesizes the personal, pedagogical, and political aspects of his identity as a teacher educator. His journey provides a picture that will further enhance the understanding of teacher identity development and practice to provide insights and guidance to current education students, teachers and teacher educators. Developing new lenses through which teachers see their identities and their school communities require teacher educators to provide activity spaces within their university classrooms where effective praxis is both possible and encouraged.