This paper is based on qualitative interviews which explore how Croatian student-teachers position themselves as English teachers in the light of a) the dominant native speaker (NS)/non-native speaker NNS discourse and b) the English language teaching (ELT) ideal. Drawing on social identity theory the study explores the process of learning to teach as a dynamic process of teacher identity formation whereby individuals construct and define themselves and are viewed by others as teachers. Through the portrayal of student-teachers’ negotiation of personal and professional identities, the study questions essentialist conceptualizations of Native English speaking teacher (NEST)/Non-native English speaking teacher (NNEST) identities.