This article explores diversity in the identity of vocational teachers and the ways these identities are both situated in cultural and political contexts and built upon life and career histories. The analysis is developed from a study of work-related programmes offered to students aged 15-18 in one school board in Canada, with a particular focus on five courses. Teacher identity emerged as a significant factor that supported the distinctly vocational-educational learner experience that was identified through the research. The case-study approach enabled us to examine features of the context in relation to teacher identity. In particular, we propose that vocational teacher identities were modulated in relation to accountabilities to different "communities of practice", such as those of prior or concurrent industry affiliations. We identify features of the policy context that enabled this modulation of identity and the formation of a "community of practice" among technology teachers. Rich qualitative data is re-presented in conceptual terms which may be useful in framing and guiding educational decisions that are attuned to developing authentic vocational and educational experiences for young people. This analysis of vocational teacher identities not only expands upon current perspectives on teacher identity, but also throws new light on theoretical and practical debates surrounding teacher agency and curriculum control within heavily mandated and monitored professional contexts such as schools. (Contains 1 table and 3 figures.)