Identity is perceived as a fundamental consideration and an analytic lens in teacher education. This chapter set out to review 60 studies that examined language teacher identities over a decade (2010–2020). First, it aimed to unpack aspects of language teacher identities and identity tensions studied, the role of context in language teacher identity construction, and changes in language teacher identity and identity tensions through intervention. The findings indicate that studies have examined various dimensions underpinning language teacher identities, allowing identity research to broaden its horizons. Second, it was found that context does not always play a facilitative/challenging role, functioning differentially in constraining the teachers’ multiple identities. Third, the findings demonstrate that most studies have taken a descriptive approach in characterizing language teacher identities. The body of knowledge presented in this chapter highlights the need for continued research on teacher identities at the classroom level and in under-represented, specialized areas.