In this article, I report research on representations of immigrant identities in one university where teacher candidates matriculated in undergraduate and graduate degree programs. The case study occurred in a community where immigrants were highly visible. A content analysis of curriculum for teacher preparation provided a view of factors that shape identity and perceptions of it. The research addressed the need for examination of teacher education's role in identity construction, especially in contexts of social tension surrounding the presence of immigrants. It answered questions about how and where immigrant identities were presented in the curriculum, as well as what values those presentations revealed. Focal points of the analysis were frames of immigrants as needers and contributors in their new nation. The analysis further identified levels of multicultural education that education about and for immigrants involved. The findings confirm recommendations for critical analysis of curriculum in teacher education programs. (Contains 1 table.)