This study analyzed the Just Because poems written by 57 teacher candidates who would become state-certified for teaching English language learners (ELLs) in U.S. public schools. The ELL teacher candidates contested and disrupted the stereotypes and assumptions about teachers, and they reaffirmed their professional identities through writing Just Because poems. The theoretical framework stems from Bakhtin's (1981) heteroglossia, which theorizes the sociocultural contextualities of the multivoicedness of teacher identities and ideologies. The data set includes poems, reflective notes, and blog posts, with a focus on analyzing the Just Because poems. The 57 ELL teacher candidates in the study reexamined stereotypes such as "those who cannot, teach" and "know-it-all," and they reaffirmed their identities in the poems. The researcher suggests that teacher preparation programs consider using Just Because poems for teacher candidates to reexamine stereotypes and reaffirm their professional identities.