This study delves into the temporary English teachers’ identities through at their reflective journals and interviews, grounded on Norton’s (2000, 2013) and Wenger’s (1998) conceptions of identity. In taking second/foreign language teacher education course at a TESOL MA program, 16 teachers’ reflective journals and interviews were analyzed qualitatively for emergent themes, in terms of the three modes of belonging in identity formation (Wenger, 1998). The analysis revealed that the participants represented the identities of the controller, the diverse teaching program participant. the teaching activity sharer, the negative future dreamer, and the language expert. Moreover, most of the participants, as non-regular teachers, concerned themselves about their future career as part-timer. To empower non-regular teachers’ voices, this study discussed and suggested how to strengthen temporary teachers’ identity for their professional development.