Teachers' professional identity influences the ways teachers think and teach. Research on native English speaking teachers' (NEST) professional identity construction and development has not been widely explored. This study analyzes six NESTs' identity in 31 lesson plans and activity designs for intensive English camps at an English Wonderland in northern Taiwan. The data analysis of document, interview, and classroom observation reveals that these lessons were topic-based and their professional identity was transformed from what they knew about learners, curriculum, and educational context into presentations that make sense to their learners. The NESTs' professional identities and beliefs were noticeable in lessons through vocabulary selection, realia (Realia are 'real-life objects used in the classroom to illustrate new vocabulary'.), games, multimedia, and content-based instruction using art. Five major factors affected the NESTs' design and delivery of lesson plans.