This inquiry is an exploration of the professional metaphors ESL teachers in Saskatchewan choose to conceptualize and position themselves as language teachers. By situating the metaphors narratively, within a collective case study, the ways in which they are (in-)formed by experiences as students (the apprenticeship of observation), teachers, and Others are revealed. With the understanding that teacher knowledge is largely tacit and that cultural Othering (native-speakerism) in TESOL persists, this inquiry demonstrates how metaphor analysis can contribute to the reflective practices and professional development of teachers. Key words: metaphor, narrative, identity, TESOL, Othering