This qualitative case study investigated the role of race, school context, and personal and professional experiences in the formation of an early childhood minority teacher's professional identity. Data sources included interviews, observations, conversations, field notes and school artefacts. Member checking, triangulation and extended observation were used to support the trustworthiness of the results. The findings of the research indicated that the major themes which were related to identity formation included family influence, teaching values and beliefs, emotions, personal experiences and school context. Suggestions for early childhood education programmes and future researchers are offered.