As teacher identity construction is "a complex matter of the social and individual, of discourse and practice, of reification and participation, of similarity and difference, of agency and structure, of fixity and transgression, of the singular and the multiple" (Clarke, 2009), this study explores the connection between the personal and socio-political, focusing on the identity a Palestinian-Israeli prospective English-as-a-foreign-language (EFL) teacher claims for herself and how she forges her own ethical path amongst conflicting powers. Through shedding light on the process of her identity construction as personal values and beliefs clash with the larger socio-political context, this paper not only expands the range of voices heard in research reports, especially those of marginalized groups, but also contributes to research on the ethical work involved in the complex process of becoming a teacher.