This paper explores an expanded vision of teacher education as it relates to the concept of personal and marginalized identity. A study conducted in an all-male correctional facility tells the cultural stories of marginalized people who have had an implicit influence on teachers' experiences and development. Teacher development is defined as a personal account of a detailed, interactive narrative that is about the education and re-education of the imprisoned self. Prisoners, described as individuals who are seized, confined, and held captive in restrictive spaces, are unique in that no other group lives as a culture in maximum security while seeking educational opportunities. This paper presents vignettes from the lives and stories, writings and sharings, of inmates in prison utilizing a narrative ethnographic approach. This method provides for self-conscious inquiry about an educational story-line that focuses on the interpretation of experience and about the cultural story that makes broader sense of lived experience in a relational and inventive context. It is suggested that work on the margins in maximum security promotes greater sensitivity to the lives of imprisonment one might experience as teacher educator, teacher, or student. (Contains 22 references.) (LL)