This article addresses the intrapersonal aims of music education with specific emphasis on musical identity. For the author, the question "Who am I?" is ingrained, shaped, and experienced by the contexts, relationships, and activities in which people are most deeply invested. Thus, he believes that music education should have mechanisms and activities in place that can: explore the intersecting identities found in sites for music learning; consider and expand upon on students and teachers individual and collective experiences; and encourage students to challenge stereotypes of musical and personal differences and similarities. The author reports on his classroom investigations of preservice teachers' musical identities, as well as the mechanisms and activities that enabled him to garner deeper understandings of students at the secondary and collegiate levels. The author states that knowing, embracing, and sharing in students' musical identities helps foster an environment where knowledge is co-constructed and shared, and active dialogue and inquiry are encouraged.