The current chapter is grounded in a qualitative case study exploring the ways in which Turkish pre-service teachers of English at an English-medium state university construct their professional identities in reference to English as a lingua franca aware (ELF-aware) teaching practice they are involved in during their practicum. The study was conducted as a part of a larger ELF-aware teacher education project based on a transformative teacher education model proposed by Sifakis (2014) based on Mezirow’s (1991) transformative learning theory. This model initially aimed at developing in-service teachers ELF awareness and asking them to question constructs such as nativeness/non-nativeness, ownership of English, intelligibility, and standard varieties of English (Bayyurt and Sifakis 2015a, b; Sifakis and Bayyurt 2017). Along these lines, in approaching ELF in the project, pre-service teachers are challenged to conceptualize, potentially problematize and attend to essentialized, native speaker-centric constructions of language learning, use, and instruction, in approaching their practice. Thus, these teachers are moving away from the abstract, idealized native speaker NS (Caucasian, Western, and largely male), and toward exploring who they are (beyond the NS construct), who they and their students might interact with, where, and for what purposes. This shift toward context may result in tensions in the classroom (or in professional development, in this case), as pre-service teachers and their students explore the individuals, ideas, and information involved in contextualized, glocal movement and interaction within and across borders, and in the process, confront dominant constructions of “Self” and “Other” in and beyond the society in which they live.