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‪This contribution focuses on retraining professionals who have chosen to become teachers. The process of professional transition in which they are engaged is addressed during the post-graduation (CAPEPS) period of alternating professionalisation/training. The desired reconversion is approached through identity dynamics and the professional experiences of those concerned. Two portraits emerged from twenty semi-directive interviews conducted during the study. The results highlight the mobilization of plural resources (professional, social, personal) to cope with the complexity of the profession; they also attest to an offbeat look at the collective dimension of the job and training. The meaning given by these teachers in reconversion to their professional activity reflects strong issues of identity.