This study investigates the complexities associated with graduate language instructors' identities. It particularly sheds light on whether or not and to what extent eight teaching assistants (TA) of German at a large southwestern US university identify as teachers of German. The participants included novice and advanced instructors teaching different levels of German. Findings illustrate that TAs' identities are negotiated in interaction with others and in communities of practice (Wenger, 1998). Discussing their identities, TAs used various interpretive repertoires, underscoring their individuality and their experiences. The study's findings suggest that TAs' identities as German instructors are still in progress and that TAs continue to need professional development and support from the departments to fully identify as part of the profession.