This exploratory qualitative study addressed the need for more research on identity construction in pre-service content-area teachers of emergent bilinguals (EBs). A deductive thematic analysis was performed on the coursework of a pre-service teacher of Hispanic descent enrolled in an online course at a Hispanic-serving university in the Southwestern United States. This course was designed to help pre-service secondary content-area teachers develop the knowledge, skills, and experience to provide effective instruction for EBs. Findings demonstrated examples of how the four axes of the participant's identity (substance, authority sources, self-practices, and telos) manifested and interacted in her coursework. By engaging in reflective practices, she developed an increased awareness of her own sociocultural-linguistic identity and how to leverage that identity to more effectively teach and advocate for EBs. Implications are discussed for how teacher preparation programs can prepare teachers to enter the field with a stronger sense of who they are and who they want to be as future teachers and advocates for more culturally and linguistically responsive educational practices.