This article addresses the argument that in order to offer responsive teacher education which acknowledges student teachers as active members in their education process, teacher educators need to know more about who student teachers are. The context of the research is Finland, in which teacher education is highly selective. The interest in this article is on the process of shaping and re-shaping of
student teacher-selves in response to the surrounding implicit norms e a process of student teacher subjecti-fication. Using purposefully constructed narrative data and thematic analysis we identified how students negotiate the implicit social and cultural expectations towards teachers.