This study explores the relationship between race and teacher identity, specifically understanding how the two concepts intersect and (re)present themselves within the classroom environment. This study analyzes six teachers' narratives of identity, race, and teaching to explore themes of race and identity as they traverse from their earliest experiences with race into their experiences as teachers. Findings conclude that, first, teachers' "narrative identities" are a composite of "key narratives"--important moments of deep impact in the process of identity building--that accumulate over time to form what Dan McAdams (1993) calls "personal myths." Since "key narratives" are continually shaping one's "personal myth," then one's "personal myth" is constantly undergoing changes and revisions. Second, teachers' "key narratives" about race are reflected in their narratives about who they are and how they teach. The final and most important finding is that teachers play a crucial role in developing their students' personal myths and therefore, have an ethical responsibility to do so with the utmost care and consideration. [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.]