Teachers in the United States receive conflicting messages about who they can and should be in and outside of the classroom. Some teachers may believe critical approaches to combating racial, political, and social issues are outside the scope of their classroom or not relevant to their discipline. Teachers may also feel constrained and disheartened by high-stakes testing, standardization, and policies detached from practice. Research demonstrates that teachers' beliefs on learner equity and social justice are far more important in affecting student-learning outcomes than any other measure of teacher quality. Scholars have called for viewing and training teachers as autonomous, ethical, and reflective professionals, rather than simply as technical workers. In response, teacher education programs across the U.S. have begun to include social-justice oriented mission statements, but as Cochran-Smith (2010) points out, this language is often empty and does not necessarily translate to any real programmatic or institutional changes. This article emerged from a weeklong fellowship, "Transformative Teacher Educator Fellowship" (TTEF), at Arcadia University in Philadelphia in Summer 2018 where all four authors, along with others, collectively learned, discussed, and collaborated on what transforming teacher education for social justice may look like. Given the significance of teacher identity in relation to social justice education, the authors' conversations have led to the following questions, which guide this piece: (1) How can teacher educators introduce, inspire, and encourage social justice pedagogies in teacher education programs?; and (2) How can teacher educators provide candidates with identity options beyond traditional, dominant, and hegemonic models of what it means to be a teacher?