This paper presents a model of the epistemic development of organic chemists from student to practitioner. Key features of this model suggest that individuals first learn the language of organic chemistry, followed by the heuristics. Deep conceptual understanding of the concepts and models of organic chemistry does not occur until individuals become seasoned practitioners. Furthermore, it is proposed that professional identity formation occurs concurrently with practitioner development and that identity is the underlying motivation for learning. In addition to exploring this link, methods for helping students develop their identities as practicing organic chemists are suggested. (Contains 5 figures.)