In this article, I use the process of self-reflection to examine how my biography influenced my teaching experiences in a particular school context. Drawing on these experiences and the work of scholars in this area, I contend that such self-knowledge is critical for teachers' successful socialization and retention in diverse schooling environments. I conclude by offering suggestions for reconstructing teachers' preparation and socialization to foster a stance of critical self-reflection on teaching and learning that includes reflecting on how biography shapes the teaching experience in given schooling contexts.