Teacher research has adopted a holistic, identity-centered understanding of teacher development, which is also visible in teacher education programs. However, we still have little understanding of the ways individual students construct their unique professional identities during teacher education. This study examines the developmental processes of three Finnish language teacher students. It identifies both individual paths and some common developmental patterns and reveals the tensions that are typical in the construction of teacher students’ professional identities. The results of the study provide a basis for improving the educational practices not only in this particular teacher education program but also more widely.