Experience is fundamental in identity development. In research, concepts and issues around identity are shaped and confronted in moments of reflection. The act of reflection requires a backward attention to engender a present understanding and create future possibilities. Kim and Greene, and Young and Erickson capture this temporal aspect of reflection in their articles. The articles by these authors situate their self-studies in the midst of interactions and situations that have shaped their identities as teacher educators. Through their self-studies, Young and Erickson, and Kim and Greene foreground the role of identity in their work in teacher education as they work alongside teacher candidates, helping them shape teacher identities of their own. Both articles bring new understanding to the work in forging teacher educator identity. They capture how this understanding of identity is shaped through reflection in relationship with the past, present, and future, as well as with other teacher educators and in-service and pre-service teachers. Their attention to this as an intentional act with teacher candidates becomes central as they help teacher educators to understand that, as they work with beginning teachers, they are by extension teaching children and youth, and that becoming a teacher is an ongoing process, which never arrives at a finished product.