In this article I draw attention to the current legitimising of new forms of identity of vocational and higher education learners. Using identity as a lens for examining pedagogy I focus on one of these new forms--the learner-worker identity. I examine one teaching and learning practice portfolio development, by discussing the program within which this practice is located and then analysing the texts that are written by the learner-workers as they participate in this program. Through this examination I draw attention to the complex set of identities and accountabilities of learners who move between work and learning sites, and in doing so I aim to illustrate the usefulness of understanding these kinds of textual practices as identity work.