The current study aimed to determine the extent to which classroom teachers' professional identity typologies predict their curriculum fidelity. A total of 332 classroom teachers participated in the current study, employing the correlational survey model. The data for the study were collected using the "Curriculum Fidelity Scale" developed by Burul (2018) and the "Teachers' Professional Identity Typologies Scale" developed by Atik (2022). The collected data were analyzed using cluster analysis and multiple regression analysis. The study revealed that the teachers had the critical identity the most and the technician identity the least. It was also found that the professional identity typologies of the teachers significantly predicted their curriculum fidelity, explaining 22.6% of the total variance. Accordingly, it was concluded that the intellectual and technician teacher identities positively and significantly predicted curriculum fidelity, while the social and critical teacher identities did not significantly predict curriculum fidelity. The findings obtained in the study show that professional identity typologies significantly affect teachers' curriculum fidelity. [This article includes an extended summary in Turkish.]