The aim of the paper is to increase our knowledge about the transition from being a classroom teacher to becoming a teacher educator in a university-based teacher education program. The data collection consists of interviews with teachers from compulsory school who have some years of experience as teacher educators. In line with earlier results, the teacher educators felt comfortable with their previous teaching experience and sought credibility as teachers. However, in contrast to earlier studies they did not find the transition troublesome in general, even if they suggested improvements to the support offered. They all perceived themselves as engaged in their own learning, mainly through self-study and seminars rather than through research of their own. Their self-understanding is focused on being a teacher, and to a lesser degree is complemented with research interest or activity. The conclusion is that a group of teacher educators may not develop an expanded self-understanding that includes research. Neither this study nor earlier studies show that sufficient time is devoted during the recruitment process or in-service training of teacher educators to discussing the balance between teaching and research.