Using a constructivist paradigm, this qualitative study investigated the impact of social identities on how professionalism is learned, practiced, and challenged by new professionals in student affairs. Collaborators in this study included 25 recent graduates of a student affairs professional preparation program. Findings suggest race, gender, age, and sexual orientation were salient factors in the construction and deconstruction of traditional norms of professionalism, as well as in the reconstruction of professionalism that centers equity and authenticity.