This qualitative case study explores how a novice foreign language teacher negotiated personal and professional identities and positioned herself and students in relation to classroom and broader cultural communities through pronouns. The participants included a Turkish teacher and six students at an American university. The teacher's use of pronouns "we", "you", and "they" was explored using video-recorded classroom observations and discourse analysis. The findings indicated the different ways the teacher used pronouns in the classroom to include/exclude or "invite" students into Turkish community, and how the switches between personal and professional perspectives signaled the teacher's journey towards embracing inclusive education. (Contains 8 tables.)