Mathematics-related teacher identity significantly impacts quality of teaching, yet research often relies on small samples and single group studies. This study examined identity profiles of 822 preservice teachers in Türkiye from elementary education and middle school mathematics programs. Latent class analysis of open-ended responses across five indicators (beliefs, self-efficacy, emotions, motivation, self-image) revealed three profiles. Profile 2 showed the most positive indicators, Profile 3 the least, and Profile 1 the moderate. Chi-square analysis indicated that Profile 2 included mostly preservice middle school teachers, while Profile 3 included preservice elementary teachers. Findings highlight the need for differentiated support in teacher education.