This is a self-study wherein we, two teacher educators who are both former public school elementary-grade teachers, sought increased understanding of our professional identities as teachers. We asked, "How is the professional identity of teacher educators mediated by their prior experience as teachers?" We independently created retrospective narratives of our teaching histories, recording key events in our development as teachers and teacher educators. We read and reread these narratives, identified categories and perspectives that cut across them, coded the data, and formulated a descriptive picture of our experiences. We also shared our analysis with a critical friend at several stages of the analysis. The process revealed stories of "imagining" ourselves as teachers, "becoming" teachers, and "being" teachers. Our study shows that fundamental aspects of our teacher identities have remained constant as our careers have evolved. Regardless of the setting, the age of our students, or the expanded expectations to engage in research and professional service, we are, first and foremost, teachers.