This book explores how the author became the person she is today and how that journey influenced her beliefs of art education. In short, she was researching the intersection of her own identities as she faced each of them in context. From this journey, she makes the case that investigating multiple identities is crucial because of the lack of emphasis on reflecting about personal experience in Taiwanese preservice education. This study uses autoethnography as methodology in research. Through a long-term reflective writing from 2007 to 2008, the intertwine of the author''s own stories and artworks allowed her to discover identities from different contexts. It also illustrates a framework for the identity formation of the preservice teacher. The study has implications for today''s preservice teacher training and art education, and serves as an example to support the academic group that has been continually voicing their stories through autoethnography.