This time capsule case study aims to examine the development of teacher identity among preservice teachers who are enrolled in the teacher education program at the Faculty of Education in Turkey, based on their beliefs about what makes a good teacher. At the beginning of the teacher education (BTE), pre-service teachers wrote an essay answering the questions 'What makes a good teacher?' and 'Do I believe that I will be a good teacher?' and put their essays in a time capsule. At the end of the teacher education (ETE), pre-service teachers read their essays and wrote a second essay answering the same questions. The findings show that teacher education and especially school practice have an impact on pre-service teachers' self-beliefs about being a good teacher. However, although the effects of teacher education are seen in the development of teacher identity, stable beliefs come to the fore and sociocultural influences play a role in beliefs that remain stable in teacher identity beliefs. In addition, it is seen that emotions such as love for the profession and love for children come to the fore in pre-service teachers' beliefs about being a good teacher. The findings provide evidence that emotions should not be ignored in teachers' professional development.