In this article, I reflect on my experiences as a novice teacher-researcher. This activity, a requirement for a Doctor of Philosophy degree, was my initial attempt at systematic self-analysis of my work in kindergarten at a public primary school in Montserrat.

This paper discusses initial findings on teacher identity as perceived and discussed by six participants: three overseas trained teachers (OTTs), one secondary headteacher, one local authority director, and one senior policy officer in the Department for Education and Skills (DfES) who is a qualitative researcher at a prestigious London university. Through systematic reflection, each individual explores the potential gains which accrue to OTTs as part of their teaching experiences in England in order to make sense of their “new” emerging teacher identities.