Broadly speaking, this reflection approaches the on-going concern of capacitating an overwhelmingly White teaching profession for effectively teaching inner-city students attending "de facto" segregated schools. Using professional identifications, this reflection presents narrativized understanding of respondents' "becoming" committed teachers of inner-city students through identification creativity driven by alternative masculinity. Respondents' professional identifications, articulating identification creativity, provide an understanding of curriculum wisdom for teaching in inner-city schools that includes race visibility, difference within difference, and relational-experiential pedagogy. Last, this reflection urges researchers toward a "second wave" of White teacher identity studies based on directions emerging in this research. (Contains 6 notes.)