The concept of teacher identity plays an important role in improving teacher professionalism. However, most studies related to teacher identity in Indonesia are still rarely disclosed, especially the identity of physics teachers. Through a case study design, we aim to explore the identity of a student-teacher in the context of the Indonesian physics teacher preparation program. The participant was a fourth-year student, Syahrul (pseudonym), who was taking an internship program. Data were collected through semi-structured interviews, learning observations, field notes, and document analysis, such as teacher syllabus, lesson plans, and students’ worksheets. The results of this study reveal multi-layered perspectives of a physics student-teacher identity. We conclude that Syahrul’s identity was constructed through rhetoric skills obtained from his involvement in student co-curricular activities such as involvement in a student organization formed by the university. Implications on physics teacher preparation programs are also discussed.