Studies have often focused on promoting students' basic psychological needs to support their learning in K-12 education and even in college education, although less work has been performed to determine the ways in which the needs are fulfilled in graduate school education. The current study examined reports by 11 graduate students who were preservice and in-service teachers with different backgrounds and experiences to determine whether their relatedness needs were satisfied in a teacher education class. Remarkably, the need for relatedness (i.e., the "psychological sense of being with others in secure communion or unity" [Deci & Ryan, 2002, p. 7]) has received less attention in the literature relative to the needs for competence and autonomy as noted by Hutman, Konieczna, Kerner, Armstrong, and Fitzpatrick (2012). This study explores how the students report different fulfillment of relatedness needs intertwined with their identities as participating learners based on the frameworks of identities-in-practice and identities-in-discourse (e.g., Norton & Toohey, 2011; Varghese et al., 2005). The authors argue that the students' "psychological sense of being with others in secure communion or unity" (Deci & Ryan, 2002, p. 7) could be accounted for by exploring the students' identities in social and cultural contexts based on the preceding frameworks.