This research focuses on the perspectives of university-based teacher educators regarding their roles at a School of Education in Trinidad and Tobago. It investigates the tensions between their own expectations of the position they were employed for and their perspectives of the institution's expectations of them. This focus adds to the findings and perspectives of other researchers in the field, indicating that teacher educator roles and identities pose questions in international settings including developing countries. This research utilises a descriptive intrinsic case study approach. Semi-structured interviews were conducted with twenty-one participants and the data were analysed to ascertain in what ways their teacher educator experiences conflicted with their initial expectations of what their roles would have been. Findings indicate that teacher educators at this institution were challenged by expanded roles, conducting research, team work, and insufficient opportunity for growth. Implications are presented including suggestions for a range of necessary skills for teacher educators.