Various studies highlight the role of narratives in the con-struction of the professional teacher identity in in-service formation. From this perspective, it was asked, what personal and contextual factors contribute to the configuration of professional identity committed to cultural diversity. To answer this, a proposal to analyze the identities of students as an expression or result of their previous experience in contexts of cultural diversity, using strategies, such as critical thinking, collaborative work and problem solving in diverse educational cultural contexts. Case studies were adopted where 27 General Education Students. The interviews showed the absence of themes related cultural diversity in their formation, the presence of a hierarchy of differences and the recognition of their own conceptual and emotional limitations. These results lead us to confirm a personal and social dimension that interacts with shaping the identities in training.