The field of second language teacher education has recently focused on issues of social justice through different interventions in language teaching preparation programmes and the analysis of the identity formation of pre-service and in-service language teachers. However, little is known about the identities of teacher educators in second language teacher education programmes. This article, adopting a social justice and critical perspective, retrospectively focuses on the 28-year journey of an English language teaching preparation BA Programme and the identity of three teacher educators (the co-authors of this article) who have been part of the programme. Zooming in on the views and identity negotiation of these three teacher educators through autoethnographic vignettes, this study analyzes the original design and the two consecutive renewals/reforms of the aforementioned BA programme at a public university located in Oaxaca, the most culturally and linguistically diverse state in Mexico (Author 1). Pursuant to the article's autoethnographic methodology, by which the researcher or author explores her/his own personal experience as having relevance to the community at large, the purpose of this article is to explore the impact of ELT curricular reforms on the identity of the three teacher educators and the connection between identity and issues of social justice.