We examined the impact of a pedagogical strategy, ecological asset mapping, on 19 pre-service teachers' self-exploration, development of respect for others, and critical examination of social injustice. Data were analyzed from participants' ecological asset maps and essays describing the experience of completing and sharing the maps. The analysis of the maps generated two themes, "transitions over time" and "multiple identities"; four themes emerged from the essays such as "navigating support systems," "self consciousness," "process as pedagogy," and "consciousness raising." Findings suggest ecological asset mapping can be a powerful pedagogical tool in supporting pre-service teachers' self-awareness, respect for others, exploration of cultural assets, and development of critical consciousness.