This year-long study investigated the specific ways in which teacher candidates perceive, frame, and process their own transformations as they grow into their roles as teachers. It investigates the type of transformations to which preservice teacher candidates (PSTs) aspire and later lay claim, while working through two methods courses, three microteachings, and 80 hours of field experience. This study addresses sources, dilemmas, and critical drivers of change in PSTs’ self-concepts as they strive toward their aspirational teacher selves through reflections on readings, discussions, and planning and implementation of lessons, and, most significantly, through repair and peer co-construction of their performance in post-teaching critiquing sessions.