This qualitative study used theories of language and learning to explore the identities of one preservice teacher in a reading specialization program. Data sources included archived online course responses, interviews, journals, and an electronic portfolio. Analysis indicates that the participant used multiple discourses as an immigrant, multilanguage learner, and writer/poet to make sense of her learning in the program. These discourses shaped her identities as a teacher and influenced how her peers recognized her. Analyzing online responses over time added to the uniqueness of this study because it allowed the researcher to tap into shared discourse related to course readings and field-based experiences. Negotiating multiple discourses within a learning community influenced the participant's instructional decisions as a student teacher and fashioned her identity with other future teachers. Implications include the significance of exploring multiple identities in relation to a clearly identified program mission, using computer mediated discussions to nurture collaborative reflection, and understanding how a group's common values and commitments can enhance one's teaching identity.