The purpose of this qualitative study is to contextualize teacher identity of non-native speakers of English as both an individual and a social issue at a U.S. secondary ESL setting because research on teacher identity has become increasingly important to understanding English language teachers and their professional practice. The study draws on Bakhtin’s dialogism, and examines how non-native teachers of English make sense of themselves through past histories and present environments. Their understanding of self is also interlaced with the perceptions of administrators and their relationships with students in this study. The study took on a case study method because of its specific focus on a particular group of teachers. The findings are largely based on classroom observations and open-ended interviews. To confirm the findings, data sources (interviews and observations), multiple informants (students, administrators, and teachers), and Bakhtin’s theory on dialogism were triangulated. Pedagogical implications are also discussed.