From a narrative inquiry perspective, this paper explores a pre-service English teacher’s various identities and the factors influencing her identity changes during the teaching practicum. The findings show that she constructs multiple identities such as a grading tool, good teacher and helpful friend, learner, all-rounder and prospective teacher. Personal factors affecting her identity development mainly include her past learning experience, her reflection and emotion and social factors mainly include significant others and school culture. The findings provide significant implications for pre-service teachers’ positive identities construction and pre-service teacher education.