Teacher identity has most often been studied in reference to preschool through grade 12 (P-12) teachers' professional development (Day, Kingston, Stobart, & Sammons, 2006; Trevitt & Perera, 2009; Watson, 2006), pre-service teacher development (Beauchamp & Thomas, 2009; Franzak, 2002; Freese, 2006; Hoban, 2007; Murrell, Diez, Feiman-Nemser, & Schussler, 2010; Sachs, 2005), and literacy and teacher identity (Moje, 2008; Spitler, 2009, 2011). Little research on teacher identity and professional development at the higher education level exists. This study addresses the disruption in teacher educator identity that four teacher educators went through as they moved from physical, on campus identities toward a more virtual presence. Drawing on four reflective case studies, the authors document various identity shifts each faculty member experienced while learning to teach in online formats. The study concluded that it is advisable and worthwhile to challenge our sense of identity, question ourselves as teachers and learners, and re-conceptualize what it means to be an educator--regardless of, or perhaps in light of--instructional delivery.