This dissertation examines how third through fifth-grade students' mathematics identities developed through a strengths-based mathematics club focused on equitable teaching practices. In this study, theories of Communities of Practice (Wenger, 1998) and Figured Worlds (Holland et al., 1998) were combined with recommendations from Catalyzing Change (NCTM, 2020) and equity-based practices (Aguirre et al., 2013) to promote students’ positive mathematics identity development. Students with positive mathematics identities have increased mathematics engagement and achievement, and are more likely to seek careers in STEM. Mathematics identities are developed through and influenced by various sociocultural, personal, and educational factors. Incorporating evidence from student surveys, teacher interviews, student reflections, and reflexive journaling, this qualitative action research study demonstrates how students’ mathematics identities developed in response to an equity-based and strengths-oriented mathematics Community of Practice. Findings support that the selection and implementation of tasks that promoted the joy, beauty, and wonder of mathematics and incorporated equitable teaching practices within this Community of Practice influenced a positive shift in students’ mathematics identities. Implications and recommendations for policy and practice, my school and district, and future research are discussed.