Students' experiences are important in shaping their subsequent practice of the teacher role, and teacher educators should look at the connections between life histories, beliefs about teaching, and classroom practice. Five undergraduate seniors and one graduate student (of various ethnic and racial groups) in preservice elementary education programs were interviewed about their cultural identity and personal history, and a brief biography was written for each person. The group then began to meet regularly, based on its interest in student identity and its influence on school experience. Analysis of the group's discussions reveals that the teachers struggle with how they can be inclusive in their classrooms by setting new standards which invite students to participate and succeed for who they are, rather than be denied because of who they are not; they respect student diversity and regard it as a strength rather than a barrier; they see passion as a force for change in their teaching; and they conduct an active search for tools, strategies, and structures to enact culturally relevant pedagogy. The more conscious individuals are about the decisions they have made in assimilating into mainstream culture, the less threatening are the differences of others. The significance of these findings for teacher education is discussed. (Contains 28 references.) (JDD)