This study examines the learning of five pre-service teachers investigating a question stemming from their mathematics teaching as part of a final course project in their elementary teacher education program. Analysis of video recordings of group meetings and interviews indicate that as pre-service teachers completed their projects they developed a relationship with the discipline of mathematics and of teaching mathematics that included the inclination to seek conceptual understanding and pursue a stance of inquiry. This study builds on our understanding of connections between knowledge, practice, and identity and how a teacher education program can offer possibilities for pre-service teachers to negotiate new identities as mathematics teachers who can learn in and from practice. [For complete proceedings, see ED500858.]