This paper responds to the call for further inquiry into the experiences of graduates of urban focused teacher education programs. I present and analyze the experience of Mia, a White, monolingual English female who earned licensure in secondary social studies through a graduate-level, equity-focused teacher preparation program before accepting a position at a large, traditional divers, underperforming, urban middle school. The paper explores how negotiating tensions in curriculum and intersections with colleagues in her school context contributes to her identity development with respect to culturally responsive, equity-oriented pedagogy.