In 2011, Oklahoma City University (OCU) opened its Community English School. This school implemented a project-based curriculum that was designed to accommodate English language learners from various proficiency levels and with varying amounts of time to invest in learning a new language. The school was staffed completely by students in OCU's MA in TESOL program. This study followed the students who volunteered to work at the school to discover how their participation in this new program impacted their willingness to teach English in English, teach using nontraditional methods, and apply what they had been taught during their courses via service-learning. In addition, it explored the impact of their applications of course content and new methods on shaping their identities as professional teachers of English.