In England, the recruitment and retention of secondary mathematics teachers is of continuing concern to governmental bodies. The teachers most likely to leave the profession are in their first five years of teaching, where their performance is subject to intense scrutiny, judgement, and measurement. Given this context, a better understanding of the identity negotiation of these teachers could improve teacher retention, as well as help prepare and support teachers at the start of their career. This presentation will focus on the early analysis of a pilot study which aims to understand how context and experiences with mathematics as a student can contribute to an emerging teacher identity.