Foreign language teachers may develop an additional identity besides their own cultural identity. This may lead to a risk of identity clashes for some teachers. In this paper, the L1 identity of the non-native teachers of English in Turkey, and the reflections of it on their professional identity was handled concerning the linguistic components of pronunciation and intonation. The study adopted descriptive research design based on quantitative data. The data were collected via an online survey developed by the researcher adapting the surveys developed by Coskun (2011); Yapici-Sarikaya, (2013), and Jenkins (2005). The survey was composed of demographic information, professional identity questions, and bilingual identity questions. The participants of the study comprised purposefully selected 60 non-native English instructors at 29 Turkish universities on voluntary basis. The obtained data were analyzed via the Statistical Packages in Social Sciences (SPSS) Version 21 administering such analyses as percentage, frequency, one-way ANOVA, and Parson's correlation coefficient. The results on professional identity revealed that most of the participants paid attention to pronunciation teaching in their classes. Also, a significant difference was found between the ones who took phonology classes and who did not. As for the bilingual identity, it was illustrated that the academic qualifications of the instructors seemed to affect their bilingual identity in a positive way. In addition, it was determined that the participants would appreciated it when they were told that they had a native-like accent, adding that it was not a big problem for them to have an accent. This contradict might verify the identity crisis of the non-native instructors, and this might be solved through in-depth training during the pre-service and in-service teacher education process.