Many teacher preparation programs focus on preparing teachers to teach for social justice and implement social justice-oriented practices in classrooms. Critical scholars' work has guided frameworks for preparing preservice teachers (PSTs) to disrupt inequities in K-12 spaces; however, few studies have explored how PSTs' intersecting identities influence how they position themselves in relation to social justice during their teacher education programs. By examining how PSTs narrate their intersectional identities in relation to social justice in education and teaching, teacher educators can better understand how to tailor social justice teacher education to meet the unique needs of their PSTs. This study explored how five PSTs narrated their intersectional identities when describing their beliefs about social justice education and how they enacted these beliefs in their instructional decision-making. We found that PSTs draw on many prior experiences, including their own K-12 education, navigating racial and ethnic identities, and interactions with their families and communities. These experiences shape how PSTs understand social justice teaching and how they prioritize social justice-oriented instructional practices. Teacher educators can leverage PSTs' multiple and intersecting identities to broaden perspectives of social justice among individual PSTs.