This study explores the math identities and teaching practices of six female educators in Los Angeles. Through in-depth interviews, the study finds that math identity is a complex intersection of multiple identities, representation is important for encouraging female students to pursue STEM fields, and the Common Core standards provide a valuable chance for educators to foster and grow their math identities. The study highlights the importance of perseverance and finding joy in math when teaching, as demonstrated by educators who have overcome challenges in teaching math and found ways to engage their students. The study provides implications for various stakeholders, including credential programs, administrators, and educators, to support the development of positive math identities among all students. [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.]