Identity as a mathematics teacher is enhanced when a teacher explores the cultural setting of their mathematics. The reports of projects that link culture and mathematics were analysed to explore the impact of sociocultural situations together with affective and cognitive aspects of self-regulation on identity. The reports were written by preservice and inservice, mainly secondary, teachers at the University of Goroka, Papua New Guinea. While all 239 reports were read and considered in terms of the thesis of this article, 60 (25%) were analysed in detail developing the argument. The results indicate the strengths of such projects to take account of cultural knowledge when colonised education systems are further modified through reforms that emphasise culture. The significance for teacher education is the role that an activity which links culture and school mathematics plays in building values and identities.