The purpose of the study was to understand how three health and physical education (HPE) teachers describe their personal and professional identities and the impact of teaching a marginalized subject has on identity formation and development. The research questions guiding this study were: (1) How do the teachers describe their personal and professional identities? (2) How do the teachers describe the impact of teaching a marginalized subject on their personal and professional identities? (3) How are identity dimensions (actions, how others perceive us, moral aspect and future self) influenced when teaching a marginalized a subject. This study was grounded in Helm's (1998) Identity Theory to explain how the teachers make meaning of the experiences that influence identity formation and socialization into the profession. Findings from this study may provide insight into how teacher education programs can foster positive identity development for professionals teaching a marginalized subject in schools. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]