The purpose and responsibilities of student affairs professionals have ebbed and flowed throughout the more than one hundred years since the profession's origins (Hevel, 2016). In the last several decades, there has been a resurgence of emphasis on the design of environments and experiences to support student learning outside of the classroom (e.g., American College Personnel Association, 1996; Kerr, Tweedy, Edwards, & Kimmel, 2017; Whitt, 2006). Little attention has been paid to the experiences of student affairs professionals as they make sense of themselves and their roles within this educational paradigm. The present study utilizes narrative inquiry to better understand the experiences of student affairs professionals as they come to understand themselves as educators. Bakhtin's (1981) theory of ideological becoming were used to code and "restory" (Connelly & Clandinin, 1990) data to reveal the interweaving of the participants' life stories with institutional and social contexts. Attention was also paid to the interconnectivity of inclusive and critical pedagogy (Freire, 1968/1993; hooks, 1994) in participants' processes of "becoming" educators. While data for six participants was analyzed, this study presents the findings for three participants (Jane, Madison, and Laura). For each participant, a narrative biography is presented followed by narrative interpretations. Findings suggested that the experience of ideological becoming for participants involved interactions and mutual reinforcement of the components of ideological becoming (the self, discourses, dialogues, and growth). This process occurred over time but not in a staged or linear progression. Further, while each participant came to their educator identity in ways that were reflective of their unique personal identities, experiences, and life stories, certain common experiences and characteristics were also elucidated by the data. Finally, while critical and inclusive pedagogies formed a key aspect of all participants' growth into an educator identity, each participant's definitions and enactment of those pedagogies into practice differed. Implications for the field of student affairs are discussed and recommendations for theory and practice as well as directions for future research are presented. [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.]