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In this paper, teacher educators located at three difierent universities across the United States share gndings emerging from our collaboration around a suite of three activities that engage our teacher candidates (TCs) around their identities as future mathematics teachers. In particular, our TCs engaged in a suite of identity-based activities in order to promote remexivity across dimensions in a way that we argue is not possible through a single activity. We implemented activities to promote our TCs’ remexivity, as well as to engage in critical self-remection on our own practice as mathematics teacher educators. We explore the relationship between multidimensional remexivity and beginning teachers who hold commitments toward justice and equity in mathematics education. Three activities – a mathematics auto- biography, a silhouette, and an identity card sort – were selected, modiged, implemented, and remected on across our secondary mathematics methods courses, with the goal of promoting remexivity across dimensions. We refer to reflexivity across dimensions as one’s ability to explore one’s identity within various analytical frames. The autobiography, silhouette, and card sort ofiered opportunities for TCs to explore the dimensions of their narrative, discursive, and categorical remexivity, respectively. We found that TCs engaged in continual questioning and perturbing of their positions in society in ways that contributed to their sense of self and promoted remexivity across the dimensions of TCs’ mathematics identities.