Considering the essential role of language teacher educators in shaping the views and practices of future generations of language teachers, the limited attention that has been given to how these educators construct their professional identities is surprising. This article reports the results of a qualitative study that contributes to addressing this gap in knowledge by exploring how three experienced language teacher educators construct their professional identities in Hong Kong. Drawing upon elements of career construction theory, the study used in-depth interviews to investigate the responses of these educators to the complex and challenging demands they encounter in research, teaching, and institutional service throughout the pursuit of their professional identities construction goals. Results suggest that the three educators value career adaption and operationalize adaptability as the willingness to both constrain their concerns and accept the necessity for compromises and trade-offs. Implications for leaders of higher education institutions concerned with supporting language teacher educators' identities construction are discussed. Suggestions for future research are also considered.