This study is an attempt to explore the existing practices in promoting the professional identities of female English teachers through professional organizations. Nine female English teachers were selected as a sample using a purposive non-random sampling procedure from Kathmandu district. This is a narrative inquiry research design in which I used in-depth interview as a tool to collect the required data to address the research objectives of this study. Using interpretive research paradigm, I analyzed and interpreted the data of the study. This study was conducted to find out the actual practices of female English teachers in promoting their professional identities through professional organizations. The findings of this study show that participation in ELT conference for professional identity, conducting action research for professional identities, use of resources for promoting professional identities, use of ICT embedded ELT skills for professional identities, and use of reflective practices in classroom for professional identities were the main practices in developing the professional identities of female English teachers. More importantly, professional organizations became remarkable platforms to promote the professional identities of female English teachers. This study would be a blueprint for all female English teachers to develop their professional identities.