Canada is facing a nationwide shortage of teachers of French as a second language. The profession is experiencing significant retention issues, with many teachers leaving the field within the first five years. One of the solutions proposed to address the challenges of teacher retention is for post-secondary institutions to integrate the concept and practice of professional identity development into teacher education programs (TEP). With a focus on their inherent strengths, students in a TEP were asked to keep a journal throughout their 10-month program identifying preconceived notions about teaching, critical incidents that arose, and how they endeavoured to confront or resolve them, as well as the knowledge of their character strengths that served to guide them in these efforts. This qualitative case study examines the process of one pre-service teacher in the initial development of their professional identity through the active use of self-reflective practice.