As teacher educators, we are responsible for the preparation and growth of prospective teacher candidates and contribute greatly to their effectiveness and success as future practitioners. In the past two decades, there has been an increasing interest in the development of teacher and professional identities, with studies conducted across levels of experience. The development of a teaching identity, defined here as an individual's understanding of self in a professional context, has been examined with preservice and student teachers (Travers, 2000; Weinstein, 1990) while teacher and professional identity has been explored in various ways through the narratives and experiences of novice and veteran practitioners (Clandinin, 1993; Kagan, 1992). While such studies have contributed to our understanding of this developmental process, we propose the need for a closer examination of the roles that shape these multiple identities.