This chapter focuses on the potential of critical literacies to strengthen English language teacher identity in ideologically conflicting spaces. More specifically, it considers the experiences of three English as a foreign language (EFL) student teachers in an EFL teacher education program as the students made sense of their real or imagined teaching experience in light of language ideologies. The guiding question for this chapter is: How may critical literacies support the student teachers’ identity development as they navigate different ideological dimensions of their teacher education program and the EFL classroom as future teachers? This chapter begins with a discussion of critical literacies and proceeds to offer a conceptual framework for language teacher identity by drawing on recent developments in the field. The findings demonstrate that critical literacies strengthen EFL teacher identity by promoting a greater sense of empowerment, a critical awareness of EFL education and education in general, and a resistance to hegemonic practices in EFL teaching and learning. However, these developments also create conflict and struggle for the student teachers.