This study captures the experiences of language background other than English (LBOTE) preservice teachers using a case study approach to explore identity development. Wenger's (2000) "modes of belonging" form the theoretical framework to develop an understanding of the factors contributing to teacher identity. This article draws on in-depth interviews of two participants. The discussion of the findings aims to contribute to a further understanding of the formation of LBOTE preservice teacher identity within the Australian experience. More specifically, the study aims to answer the following research questions: (1) How does the LBOTE preservice teacher develop his or her teacher identity?; and (2) What factors affect the quality of this identity formation during the professional experience with reference to Wenger's matrix?