The development of one's teaching identity is a dynamic and multi-layered process, which becomes more immediate when one enters the profession through an alternative route, such as Teach For America (TFA). This grounded theory study examines how participation in three interrelated institutions--the urban school, the university, and TFA--directly affects the identity development of TFA teachers in one urban, northeastern US location. Through longitudinal, semi-structured interviews, the authors developed an emerging theory that explains how participation in these three institutions engenders the development of a novice veteran teaching identity. This study fills a void in current research as it offers a novel way to consider the identity development of alternatively certified teachers and offers insight into how to best support them as they navigate this process.