This study is to find out factors influencing the development of teacher educators’ identities and to suggest appropriate policies for Ho Chi Minh City University of Education (HCMUE) to identify their teacher educators’ identities. Creative methodology was applied in the study through lantern-making and reflection process of six teacher educators in the HCMUE on their practice of being an academic and factors impacted on their formation of teacher identity. Private dialogues between each pair of the teacher educators were recorded and analyzed based on themes including external and internal factors that affect the teacher educator identity. Findings indicated that external factors are pressure in arranging time for teacher educators’ professional learning, works, and families. Internal ones include a meaning of being a teacher educator, their motivation and self-studying. These were crucial factors impacting their teacher educators’ identities. Based on the study, it is recommended that high-quality policies should be developed to enhance the development of teacher educators’ identities at the HCMUE.