This dissertation examines the experiences of early career teachers who identify asevangelical Christians as they navigate tensions between their religious and teaching identities. Derridean deconstructions of concepts of hospitality and ethics make possible an examination of participants religiously informed teaching practice as practices of welcoming in the other, but also highlight the (im)possibility of unlimiting welcome, particularly around issues of gender and sexuality. Portraits of the three participants and their moments of hesitation as they simultaneously performed both religious and teacher identities were created based on interviews, focus groups, personal reflections, and artifact collection. Participants experienced moments ofhesitation around how to attend to gender and sexuality within their classrooms, around the way their own religious identities were being read by their students, and by their performance of teaching as an opportunity to evangelize or show forth Gods love to their students. This study challenges current framings of teacher neutrality with regards to their religious identities and also encourages a complicating view of teachers religious identities.