Developing a professional identity as a teacher is a dynamic, complex, and ongoing process (Chang-Kredl & Kingsley, 2014; Ivanova & Skara-Minecane, 2016). In teacher preparation programs, preservice students facilitate the development of their professional identity by focusing on why they want to become a teacher, why they think they will be effective, and how they can cultivate a culturally responsive classroom for their students (Muhammad, 2017). Pre-service teachers facilitate a social, cultural, and global identity as they prepare children of diverse backgrounds as well as native learners to explore their roles in the macro and global societies (Lerseth, 2013; Chong, Ling, & Chuan, 2011). Additionally, preservice teacher candidates develop a geographic identity as they learn about the homelands of their students. This is important because this history shapes the identities of children and their families. Thus, in developing a professional identity, because teachers take the time to know themselves and their motivations, they become better able to frame the learning of their diverse students to meet the challenges of the global community. The goal to develop professional identity supports pre-service teachers' capacity to connect with their personal attributes and further, to determine how they will transition into their future role as a teacher of diverse students (geographically, culturally, economically, socially). Ultimately, these future teachers facilitate their students as they become citizens of a global society. This article describes the process as it interfaces with the opportunity to grow more informed socially and culturally sensitive teachers (Oestreich & Fite, 2019).