This study explores how the goals and enactment of three tailored calculus courses, referred to as course variations (standard calculus, life sciences calculus, and physics calculus), at the same university impact students' mathematical identity. In this mixed-methods study, we draw on the framework of figured worlds to interpret how students' mathematical identities can be refigured by the enactment of three calculus course variations. Results demonstrate that students in life sciences calculus had opportunities to refigure their identity as capable learners and doers of mathematics yet still viewed the subject as ancillary to their disciplinary interests. Students in physics calculus sustained their mathematical identity through strong peer collaborations. Finally, students in standard calculus shifted their identity as survivors of mathematics, conveying a sense of received knowing from their instructor. The ability of any particular course variation enactment to provide opportunities for refiguring mathematical identities resides within the goals, structures, students, and instructors that help to form these figured worlds. The results presented here provide insights into course variation instructional design and instructional practices that can positively affect students' mathematical identities, and in turn, their persistence in mathematics and science.