Student teachers enter teacher education programs with existing values, beliefs, and knowledge about teaching. However, little is known about the significant resources that shape this initial professional identity. Additionally, there is a lack of understanding regarding how first-year student teachers depict their initial professional identity in the context of Indonesia. This case study examines the initial professional identity of 23 first-year Indonesian student teachers in an English as a Foreign Language Teacher Education Program (EFLTEP) in Indonesia. Utilizing Esteban-Guitart's Funds of Identity theory, data were collected through participants' narratives via significant circles, self-portrait drawings and interviews. Data were analysed using content analysis and thematic analysis. The findings reveal two identity-shaping trends (significant others, religion, and positive values; past experiences) and three identity portrayals (motivated-self, role-model teacher, and aspiring teacher). The study offers operational insights for teacher education in Indonesia and methodological considerations for studying professional identity.