This discourse analysis explores how trainee teachers transition from students to teachers through their online discussion board communications. The study examines how trainees present their identities, focusing on language use, community boundaries, and the impact of tutor communication. Findings indicate that trainees struggle to fully adopt a teacher identity despite feeling comfortable with teaching tasks. The study suggests that tutors and educators should support this identity transformation by familiarizing trainees with teacher vocabulary, practical concepts, and using authentic assessments to better align with real teaching tasks.