Although a well-established domain of research in English language teaching, native-speaker ideologies have received little attention in French language education. This article reports on a study that examined the salience of "authentic French" in the identity construction of French as a second language (FSL) teachers in English-speaking Canada. Adopting a discursive-constructionist approach, the qualitative multiple case study analyzed FSL teachers' discursive representations of their experiences while on professional development in France. Findings point to FSL teachers' continuing orientation to a native-speaker ideal and its significant impact on their professional self-conceptions. The discussion focuses on how non-francophone teachers in particular negotiate a legitimate identity as FSL teachers through various discursive processes. Implications of the study foreground identity as a key factor in how teachers learn and practise their profession and remind us that non--native-speaker teachers must be given opportunities to develop alternative ideas about what it means to be a competent language teacher.