Teacher identity has emerged as a topic amongst contemporary researchers to inform, impact, and reform professional practice in light of the unique challenges presented within education in the United States. A homogeneous teaching population, which remains overwhelmingly White and middle class, must address a demographic and cultural divide amongst students, teachers, families, as well as in curriculum and instruction. Bartolome (2004, 2008) argues that teachers must have an understanding of how their ideological orientation shapes their views of students and influences their teaching. Through this praxis, I critically explored the historically constituted subjectivities, cultural meanings, social dynamics, and discourses that shaped my teaching identity as a haole (White) transplant (cultural outsider) teacher who moved to Hawai'i. I used autoethnographic methodology as a form of narrative writing to invite readers into my cultural experiences. This opened up a space to explore the impact of the social, cultural, historical, and political forces in Hawai'i on my personal, professional, and situational dimensions, which constituted my teacher identity. The results indicated that I am affected by the multiple identities that I have employed to navigate educational and personal spaces. The findings revealed six major themes: (i) understanding the complexities of identity are a prerequisite for critical consciousness; (ii) being a critically conscious teacher is a habit of mind, whereas being a culturally responsive teacher is the action resulting from that mindset; (iii) lived experience plays a role in enabling an understanding of one's cultural position; (iv) critical consciousness is an iterative, ongoing process; (v) teaching for social justice needs to be approached both theoretically and practically; and (vi) autoethnography is a relevant tool to excavate one's identity and can reframe educators' thinking and subsequent actions in the classroom. The study provides a framework to address the need for theoretical and methodological transparency that is vital for exploring teacher identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]