This article examines identity and the experiences of being a role model among graduates of a Native Teacher Education Program (NTEP). It also studies how the NTEP supported the participants' development as role models. Central findings focus attention on their leadership experiences, questions about their ability to be a role model, and the benefits and disadvantages of being a role model. It was also found that the NTEP provided the context for the participants to reconstruct their identity to include being a role model. Three stages of becoming a role model are described.