In this chapter, I look at the development of the evolving community of practice through the lens of intrapersonal identity. This forms the third level of discursive constitution, along with systems of knowledge and belief, and interpersonal relations, discussed in the previous two chapters (Fairclough, 1992, 1993, 2003). By definition, focusing on intrapersonal identity requires a focus on individuals; in order to allow space for in-depth exploration, this chapter will focus on the identity of just one student teacher. Inevitably, the selection of an individual student will seem arbitrary, but the student who forms the basis of this chapter has been selected on very straightforward and pragmatic grounds: she has a lot to say and she says it passionately. However, to the extent that any one student can be described as typical of the group, Manal epitomizes the key themes of this study in particularly graphic ways. She embodies the wider community of practice in her exemplification of learning to teach as the taking on of a new identity, in her enthusiastic embrace of educational discourse, and in her strong identification with the community and its joint enterprise. And although this student only participated in the Web CT discussions, and not the focus groups, she engaged wholeheartedly with the rich potential offered by the Web CT forums for mediated, negotiated and dialogic identity construction. Her intrapersonal identity development thus illustrates the ways in which the online forum was a tool providing opportunities for active and ongoing identity work, rather than being a mere mirror reflecting a pre-given or fixed identity.