<![CDATA[Teacher professional identity development among pre-service teachers is still underexplored, particularly within university-based teacher development programs in Indonesia. This study aimed to examine how pre-service teachers experience professional identity development during their program, what challenges they encounter, and what solutions they propose for future participants. Employing a qualitative collective case study design with directed content analysis, this study collected data from three pre-service English language education teachers through classroom observations, post-class interviews, and lesson documents. Findings revealed that motivation was largely circumstantial, self-efficacy beliefs were adaptable, sense of responsibility was consistently implemented, commitment to teaching varied based on personal fit and mentorship quality, and perception of expertise proved the most volatile, shifting with stress levels and classroom control. The four primary challenges identified were unclear supervising teacher instructions, self-doubt in lesson preparation, risk of burnout, and uncontrollable classroom situations. These findings carry practical implications for teacher education programs, highlighting the need for structured mentorship, clearer program guidelines, and preparatory classroom management training to better equip pre-service teachers during their teaching.]]>
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