This paper aims to analyze stories of taking the English teaching practicum remotely experienced by six students from a language teaching degree programme at a university in the state of Mato Grosso between 2020 and 2021. The narratives were collected through interviews with the purpose of understanding (1) how the experience of taking the English teaching practicum remotely took place (2) what were the implications of this experience in the construction of English teachers’ identity. The theoretical background involves concepts of identity (SILVA, 2003), teacher identity and professional identity (SILVA, 2003; PIMENTA, 1999), and considerations about the teaching practicum in the undergraduate language teaching degree programme (PIMENTA; LIMA, 2006) and emergency remote teaching (CARVALHO et al., 2022). The teaching practicum is an important and decisive phase in teacher development. Using narrative research (BARCELOS, 2020) and the holistic-content analysis perspective (LIEBLICH et al., 1998), I seek to give voice to students taking the language teaching degree programme who experienced this moment in such an atypical way and, thus, reflect on challenges and their impact on English teachers’ identity. The analysis of the students’ narratives points to the teaching practicum role towards the identification with teaching, as well as to challenges and frustrations of taking the module remotely.