This paper is based on qualitative findings from a larger-mixed methods study that explored mathematics identity in a racially and ethnically diverse sample of pre-service early childhood teachers. Qualitative data and analyses examined mathematics socialization and the salient events pre-service teachers recalled from their elementary, secondary, and post-secondary experiences. The methodology and data presented here address two research questions: 1) What are the salient mathematics socialization experiences of pre-service early childhood teachers as defined by critical events? 2) What are the interactions at home, school, or in the community through which individuals negotiate their mathematics identities? (author abstract)