This paper examines the narratives/oral histories of three Latina teachers to help us understand how they negotiated and navigated their identity formation. We explore how they consciously constructed (Lee, 2013, p. 7) their professional identities, which are inextricably linked to their personal identities and their life stories or the "set of reifying, significant, endorsable stories" (Sfard & Prusak, 2005, p. 14) they tell about themselves. We further examine how those identities are linked to their repertoires of knowledge as "situated in practice and as an integrated, complex system embedded in the structures, histories, and cultures of schools" (Battey & Franke, 2008, p. 127).