This article reports on a qualitative study that investigated the identities of preservice middle grades teachers preparing to teach mathematics as one of their chosen content areas. Data were collected using open response reflective prompts questionnaires with 68 preservice middle grades teachers at 3 south-central universities. Findings indicate the identities of the prospective teachers ranged from those strongly identifying as mathematics teachers with little or no calling to teach in the middle grades, to those strongly identifying as middle grades teachers who chose mathematics because it represented the least objectionable option. These findings indicate several important areas of consideration for teacher educators preparing future middle grades mathematics teachers.