This article explores the construction of teachers' professional identity through analysis of subjective learning experiences. In order to report on the progress of our work, we present a discourse analysis of three experiences considered to be of particular relevance by a final-year pedagogy student. The analysis yielded four important conclusions: i) The process of teachers' professional identity construction is based on comparing and contrasting different experiences and culminates in the construction of new identity positions; ii) this process must involve experiences that call into question existing meanings of self; iii) future teachers must engage in productive dialogue with other significant actors in order to identify and recognise the value of certain positional objects; and iv) certain subjective learning experiences have a greater impact on the reconstruction of identity positions. Finally, we propose an analysis model based on subjective learning experiences for the construction of teachers' professional identity.