Research suggests that preservice teachers enter teacher education with predominantly negative dispositions towards mathematics. We present a case study of an approach to supporting the development of positive mathematics teaching identities among students in a middle-level math methods course. Our findings suggest that engaging in narrative reflection in tandem with collaborative problem solving in a mathematical discourse community over time helped students to transform their relationships with mathematics and forge positive mathematics identities. Providing opportunities for students to share and work through their vulnerabilities was critical to this process. Our findings illustrate a promising approach for teacher educators to support the development of positive mathematics teaching identities in preservice teacher education. [For the complete proceedings, see ED630210.]