Language teacher identity (LTI) has gained prominence in second language education in the recent two decades, particularly the complexity of identity construction in the changing context shaped by local and global forces. This study adds to recent work on LTI by exploring how Asian teachers of English as a foreign language (EFL) constructed their professional identities in the context of service-learning. Adopting the theoretical framework based on the perspectives of identity-in-practice and identity-in-discourse, the present research investigates eight Taiwanese preservice teachers' identity construction, as they worked with their American collaborators to teach English to Taiwanese elementary school pupils. Data analysis reveals that initially, as the preservice teachers drew upon and negotiated two dominant discourses which are associated with educational models in Confucian heritage culture (CHC) and American culture, they experienced conflict between their desired identities and the identities available to them. However, when the preservice teachers participated in relevant social practices from their service-learning experiences, they managed to reconcile identity conflict by appropriating discourses, which led to empowerment in identity development. Based on the findings, this study discusses implications for future research and the provision of support in preservice teacher education to handle identity conflict and facilitate identity development.