Teacher professional identity is a concept defined and researched in a multitude of ways (Beijaard, Meijer, & Verloop, 2004). This manuscript approaches teacher identity formation from the foundations of situated cognition, social learning, and identity in community practice. Focusing on a unique teacher development intervention designed to simulate parent-teacher interactions, we examine emerging data on teacher professional boundaries and identity formation. Findings suggest that complex simulations and technology-enhanced video reflections provide novice teachers with opportunities to bridge traditional gaps between educational theory and classroom practice. (Contains 1 table.)