This article presents a case study of a service-learning programme designed to develop a critical professional identity among teacher candidates. The programme was held in a teacher education college in Israel over a four-year period, 2005-2008. The development of a critical professional identity is examined in relation to the post-structural perspective of service-learning, to the post-modern theories of identity development and to the critical pedagogy approach. The findings indicate three main processes that took place in the development of a critical professional identity, as perceived by the teacher candidates themselves: deconstructing stereotypes through acquaintance with the "other"; coping with difficulties, dilemmas or conflicts that arise from dialogue with the "other"; and making the shift from a professional hegemonic perception to a dialogic one.