In this dissertation, I investigate the learning of inclusive mathematics teaching as a process of mathematics teacher identity development. Current research on teacher learning in teacher education often uses situated perspectives that have contributed knowledge about the ways that contexts impact preservice teachers' learning of beliefs and practices. This study seeks to add to these findings by learning more about the individual developmental processes and obstacles that preservice teachers experience as they attempt to learn more inclusive forms of teaching. To accomplish this, I apply a critical and situated framework of mathematics teacher identity that accounts for the exclusionary culture of school mathematics to the cases of two secondary preservice teachers as they grapple with learning inclusive teaching practice across contexts in teacher education. This qualitative, multiple case study reveals the fraught process of learning inclusive teaching, which produces two hurdles in secondary preservice mathematics teachers' identity development. The first -- the impasse of impossibility -- occurs when a preservice teacher fails to develop a vision of themself as an inclusive teacher. The second -- the exclusionary trap -- manifests as a preservice teacher misappropriates inclusive teaching practices in exclusionary ways. Implications for mathematics teacher education and teacher learning include the need to understand the learning of beliefs and practices with respect to the ongoing process of teacher identity development and to further explore the influence of power and privilege in the context of mathematics teacher learning. [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.]