This article draws upon a 10-month study of core French as a second language (FSL) teachers to explore the professional identities that are produced in their work. Adopting rhizoanalysis and the Deleuzian concept of becoming, this article positions the ways in which these teachers both affect and are affected by the multiple material and discursive practices that circulate within their local context and Canadian FSL education. Engaging data from classroom observations, interviews, and lesson artifacts, several vignettes are offered as empirical examples that extend insights into how the status of FSL, the material components of the school, and the teachers' identities are co-constituted. These data entry points are possible lines to think differently about the intricacies of becoming a core FSL teacher in day-to-day practice and the ways in which these educators are constantly (re)shaped in relation with the material, human, and affective elements in their classrooms. These affordances can disrupt existing understandings and suggest how (re)imagining FSL teachers from a sociomaterial perspective might further nuance discussions of retention, support, and identity.