This chapter makes the case for engaging teacher candidates with matters of personal identity and integrity, using explorations of the paradox of self and role, in teacher education programs dominated by a focus on professional knowledge and skills, based on the analysis of interviews with novice teachers. The author argues that both teacher educators and novice teachers (teacher candidates and those in their first year of teaching) can and must engage with personal identity and integrity as those novices learn to take up the professional role of teacher. Including the person in the profession is a good idea because, first, when teacher candidates understand the content and condition of their selfhood, they may recognize their students' selfhood. Second, when novices explore their paths to and passions for teaching, they are invigorated to struggle on behalf of their students under challenging conditions and in times of pressured accountability. Third, as novices negotiate learning to teach in field settings, they may develop autonomy and authenticity while also learning from experienced practitioners. Fourth, learning to hold the paradox of person and profession may help teacher candidates learn to live creatively with ambiguity, a stance that is congruent with the inherent uncertainty of both teaching and learning to teach. Finally, novices may begin to build a sustainable life in teaching. Supporting this argument, the author analyzes novice teachers' perceptions and experiences of paradox as a means to explore personal identity, or selfhood, and integrity in relation to professional role. In the process, she demonstrates the positive power and feasibility of integrating matters of vocation in teacher education programs.