This article explores the concept of tradition within language teacher education (LTE) and extends our understanding of the elements involved in the formation of identity in preservice, second language teachers. After reviewing various perspectives of identity formation, a discursive model is offered as an approach to individual development within LTE. The concept of teacher knowledge is situated among the discourses of the language classroom, the profession, the curriculum, and the community in order to offer suggestions of how to best approach emergent language teachers as they reflect on the impact of tradition within LTE. Furthermore, strategies for reshaping and transcending language teacher education programs and second language classroom practices are offered in light of a dynamic view of identity formation. (Contains 1 figure.)