This chapter presents the findings of a qualitative-narrative study that aims to explore the development of professional identities among four Non-Native English-Speaking Teachers (NNESTs), who teach English as a Foreign Language (EFL) in various universities in Colombia. By using storytelling and narrative interviews, this research examines these researchers’ experiences as they navigate the complex process of shaping their professional subjectivities. This study is grounded in a comprehensive theoretical framework that integrates concepts from educational identity development, language teaching dynamics for NNESTs, and the transformative power of narrative methodologies. Drawing on theories of acceptance and rejection in professional identity formation and employing qualitative-narrative methods as well as the pivotal roles of knowledge and reflection, the research explores the nuanced experiences of four NNESTs who teach EFL in Colombian universities in order to unravel the intricate tapestry of their professional subjectivities. The study reveals that the formation of professional identities among these teachers involves encountering acceptance and rejection, highlighting the crucial role of knowledge and reflection. By sharing their narratives, these teachers provide valuable insights into the challenges and successes they encounter, offering a glimpse into the multifaceted nature of teaching EFL for non-native speakers.