The article examines, through comparative case study method, how secondary-language-arts preservice student teachers' identities were constructed by spacetime configurations and what those identities meant to the individuals in the study. It reflects on the findings from two of the preservice secondary arts teachers for the study in two differently structured teacher education programs, and it looks at how those teaching identities were influenced by spatial and temporal configurations, which constructed a particular identity during the spacetime of the study. (Contains 5 notes and 1 figure.)