Due to rising linguistic diversity and educational disparities in Austria, a German-language-support model was installed in 2018-2019 across Austrian schools. This study examines teachers' professional identity in this program. The study uses qualitative data from interviews with 21 female teachers across 13 Viennese primary schools to explore their professional identity across five dimensions: self-image, self-esteem, task perception, job motivation, and future perspectives. The results reveal different self-perceptions among the teachers interviewed, including a high level of satisfaction with their performance on the one hand and feelings of insecurity, inadequate training, and professional burnout among early-stage teachers on the other hand. The study highlights the urgent need for better teacher preparation, targeted professional development, and structural changes to effectively support language teachers to improve educational outcomes for multilingual learners.