To write a linguistic autobiography is to explore and reflect on our lived experiences with language. The purpose of this research was to gain insight into students' language experiences through their linguistic autobiographies and to gain a greater understanding of their relationship with and thoughts on language within their social contexts. In this socio-cultural, qualitative, single-design case study, data were generated through the linguistic autobiographies of thirty-five pre-service teachers of English. Data were analysed using an inductive thematic approach and the results uncovered five main themes. The findings highlighted issues relating to language conflict and its possible impact on linguistic identity in different contexts. The emotional undertones associated with language revealed in the linguistic autobiographies were enlightening. The study postulates that knowing how pre-service teachers position themselves in relation to language and society could assist with adjusting pedagogic practices to accommodate the linguistic needs of all in the class.