This paper illuminates a period of change in the lives of a group of 20 vocational lecturers as they find themselves challenged by both their own and others' categorisation of what and who they are. Such conflicting perspectives are made even starker by their management's introduction of technological innovation into the lecturers' traditional teaching methods. Even as they seek to identify their place within their social, occupational and professional contexts, they continue to be 'simultaneously positioned by other people and forces external to them' (as described by M. Forsey in 2007). This study also highlights the negative impact of imposing change upon practitioners without acknowledging the significance of a whole-life perspective for understanding professional lives and work practices. (Contains 1 note.)