The connection between teachers' identities and their influence on creative teaching can be found in literature on identity negotiation theory (Norton) and relationship between teachers' understanding of themselves, knowledge, and teaching practice (Johnson and Golombek). Informed by the relevant literature, this qualitative inquiry explores two Chinese immersion kindergarten teachers' perception on their roles in the immersion environment and their creative pedagogies. Research questions include: (1) How do the Chinese immersion teachers view their roles as both content teacher and language teacher? and (2) How do their perspectives on their identities influence their instructional approaches in the immersion classroom?