This research examined how the professional practice of Canadian beginning elementary teachers was influenced by their own early learning experiences in school. Six teachers were observed and interviewed in their classrooms five times over the first three years of their teaching career. Case studies were developed for each teacher and themes were explored across cases. The findings from this study suggest that pre-service and in-service teacher education programs need to provide teachers with opportunities to critically examine how their relative strengths and weaknesses as pupils may affect their performance and identity as teachers.