This study addresses the education of occupational therapists serving as educators in the university context, specifically the construction and development of professional identity. The heterogeneity of teaching roles is highlighted, influenced by disciplinary, organizational, and other dimensions that shape material and symbolic conditions, where identity appears as a deeply rooted cultural construct in constant transformation, influenced by the activities in which educators engage. In this regard, it is crucial to consider subjective learning experiences to understand changes in identity positioning and how this affects educators, regardless of their experience, specialty, and work context. The methodology employed is a thematic analysis of previous research that identified four types of agency in the narratives of six occupational therapists teaching in universities in Chile: deliberate, forced, facilitated, and granted. The close relationship between identity and agency in teaching practice is emphasized, identifying different forms of agency and their connection to the identity processes of occupational therapists. However, the need for specific empirical studies to further explore this relationship and address how the student community perceives these dynamics is suggested. Additionally, the importance of understanding the diversity of habits in role acquisition and participation, even within the same teaching context, is underscored.