Teacher professional identity, understood as the ways in which teachers perceive themselves as teachers, their professional roles and practices, has received enough scholarly attention in education. However, translator trainer identity is a relatively understudied area in translation studies. Acknowledging this research gap, the paper explores the factors involved in constructing Iranian early career translator trainers’ professional identity using Bronfenbrenner’s ecological systems theory. Data on the experiences of five Iranian translator trainers in their first five years of teaching were gathered through narratives and semi-structured interviews. Using MAXQDA, a qualitative software program, the data were subjected to thematic analysis to identify patterns and themes. Findings revealed that various factors, such as students’ and department expectations, multiple professional identities, socioeconomic issues, educational policies, and the socio-cultural context, negatively or positively (re)shape translator trainers’ identity, affecting their professional development and performance. The paper concludes by arguing that training programs should provide prospective trainers with practical experiences and individual and group reflection to prepare them for the complexities of university teaching and help them develop a positive and effective professional identity.