Before entering teacher preparation programs, pre-service teachers (PSTs) draw on their k-12 math learning experiences and the identity resources (Nasir and Cooks, 2009; Louie, 2017) they offer to negotiate their identities as math learners (Lortie, 1975). These, at times problematic, self-associations with mathematics are often challenged as PSTs enter mathematics content courses for teachers which present expansive understandings of mathematics, position PSTs as capable math students, and provide strong support networks with the PSTs' peers and professors. The identity resources offered up in these new math learning experiences are often at odds with those around which PSTs have built their math identity. This causes dissonance for PSTs as they must renegotiate who they are as math learners. Through a lens of narrative identity, this study looks at how two PSTs renegotiate their math identity through the changing stories they tell themselves about themselves as math learners. This study shows that PSTs can have significant shifts in their math identities and that these shifts are not experienced in the same ways by all learners. The findings point towards the significance of doing identity work (Lutovac and Kaasila, 2011, 2014) in math teacher education courses and that further theorizing and study is needed. [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.]