This study examined the impact of intergroup dialogue on a cohort of preservice early childhood educators. Specific attention was paid to the ways in which participation in intergroup dialogue shaped participants' sense of identity, the ways in which they "saw" multiple and intersecting identities in schools and classrooms, and how participants envisioned dialogue impacting their future early childhood classrooms. Data collection methods included qualitative analysis of written reflections from participants during and after intergroup dialogue as well as interviews with participants 6 months after participating in intergroup dialogue. Results suggest that intergroup dialogue contributed to participants' sense of self as related to their praxis by expanding their sense of identity to be more inclusive and aware of dimensions of power and privilege. Additionally, participants came to see issues of identity with young learners in more complex ways. Furthermore, participants experienced a sense of empowerment around navigating and engaging this complexity with their students. This study demonstrates that intergroup dialogue offers participants a space within a teacher education program for sociocritical reflection and identity expansion. Implications for teacher education are discussed.