The incorporation of reflective practices in the arena of education has been discussed in different studies in order to understand the development of "practitioners" in a target setting. This article reports on a study aimed at describing the way ten foreign language student-teachers from a public university in Colombia construct their identity from their experiences at school. By analyzing student-teachers' reflections, diaries, and the participants' advisor observations during her visits to schools, the researcher found that once immersed at school, student-teachers evolve in interactions with the realities that the context offers, negotiate with it and then become independent decision makers.