This article discusses the role of identity construction, teaching skills, and professional discourse and awareness in language teacher education. The aim is to explore and conceptualize the underlying principles, and explain how these three essential elements help EFL preservice teachers learn how to teach. Evidence gained from the four case studies is employed to highlight these three elements in support of the argument of the main inquiry: What sources of knowledge and skills should be prepared for EFL preservice teachers in a language methodology course? Self-evaluation and constant questioning of the 'self as teacher' may help preservice teachers in strengthening their identity construction. Preservice teachers benefit from participating in a community of practice, which fosters improvement of their teaching skills and strategies, as well as their co-construction of professional knowledge. They become aware of, and increase their ability to communicate effectively, based on the norms and standards required by their professional discourse community. These opportunities help increase their confidence and facilitate the use of the target language in the classroom, while learning to be teacher.