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The aim of this research is to understand the process of constituting the identity of secondary school teachers in Cape Verde, in their social and working relationships, and to contribute potential scientific material to Cape Verdean literature for future research into the issue. Articulating the socio-historical approach developed by Vygotsky and some of his followers and the theory of identity developed by Ciampa, as well as the use of various other authors linked to the study of identity and teaching professionalism, an analysis is made of the narratives constructed in semi-structured interviews with eight selected teachers from the Amílcar Cabral High School in Santa Catarina, Cape Verde.