The pathway from student to teacher is often challenging, especially for graduate students with limited experience or professional development in education. This study examines teaching identity development among graduate students enrolled in an agricultural science education course designed for aspiring faculty members from diverse agricultural disciplines. The course features a refined structure, emphasizing collaborative activities, deep engagement with teaching identity dimensions, and self-reflection. It provides an interdisciplinary cohort with varied experiences a unique opportunity to explore the intersection of content knowledge, pedagogy, and authentic teaching identity development. Data collection integrated into class instruction included surveys, identity mini-lessons, and exploration tasks to describe how graduate students perceive and develop their teaching identities. The study aimed not to impose a specific identity but to encourage reflective exploration, helping students uncover new aspects of their identities, strengthen areas needing development, and refine existing strengths. Key dimensions explored were self-image, motivation, and digital, cultural, and emotional identities. Results showed shifts in teaching identities, highlighting increased confidence and the adoption of inquiry-based strategies, culturally relevant pedagogies, diverse assessment techniques, and effective approaches for teaching students from diverse backgrounds and those with disabilities. The course fostered innovation, reflective thinking, community engagement, and professional growth. Beyond this cohort, findings contribute to understanding how discipline-specific courses shape teaching identities in graduate education. They offer insights for designing new courses in underserved disciplines and enhancing the effectiveness of existing ones, ultimately improving the quality of future educators.