Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become a teacher. Overall, findings show that emotional flux and identity change are connected, and hidden "emotional rules" are embedded in the teaching practicum. The pre-service teachers' negative emotions gradually escalated due to contextual constraints, hierarchical structures, and lack of support from their mentors. This escalation diminished the development of their teacher identity. However, increasing recognition and progress by their students can stimulate preservice teachers to perceive their assumed roles and reconstruct professional identity. Within the context of exploring this interconnection between teacher emotions and teacher identity, the present study argues that narrative interaction can complement existing knowledge on the subject.