The purpose of this case study was to explore the teacher identity construction of two female band student teachers, Molly and Rachel, during their student teaching semester in middle school band classrooms. The participants were two female student teachers, one university supervisor, and one cooperating teacher all of whom were purposefully sampled from a large Southwestern university in the United States and data included interviews, video, field notes from observations, reflections, and artifacts such as observation forms. Data were coded inductively and deductively both within and across cases. Molly's and Rachel's teacher identity construction differed in that Rachel had constructed a solid image of herself as a band teacher while Molly had not. Several factors may explain their experiences including the support each woman received in their student teaching placement, the participants' teacher characteristics, and the socially constructed image of band teacher. Findings are examined through the lens of social identity theory and implications for research and practice are provided.