This exploratory Q methodological study uses Complex-Dynamical Systems (CDS) theory to frame pre-service teacher (PST) role identity development. There is a twofold purpose: to contribute to the emerging CDS literature by examining CDS structures and processes; and, to assess the suitability of Q methodology to study and facilitate PST development. For this single case study, a novel Q sort was developed using the Dynamic Systems Model of Role Identity (DSMRI), which also guided post-facto data interpretation. Using Cultural-Historical Activity Theory (CHAT) to operationalize complex-dynamical systems in educational spaces, the study revealed contradictions, tensions, and harmonies PSTs experience and are expected to negotiate, as well as multiple dimensions of role identity that influence one's professional role identity development. Qualitative and quantitative data from Mike's story highlight the dangers of the gaps between theory and practice that continue to plague teacher education and educational research. The study concludes that Q methodology is uniquely adept at exploratory studies of identity, and potential harmonies between Q methodology and CDS research has exciting implications for future research and practice. [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.]