With the intention of understanding the opportunities, challenges, and construction of identity that foreign teachers encounter through their work in France, my study is grounded in the theory that identity is changeable, ongoing, and influenced by both past and current living situations. Furthermore, the professional, social and cultural theories propose that identity is constructed through our work and our place within a group or a culture.   Six foreign- born teachers, who are active at university level as foreign language teachers in France, were interviewed with the aim of answering the following research questions: “Which challenges and opportunities do foreign born teachers acknowledge in their work with the French students? “and “How do foreign born teachers construct their identity within the French classroom? “. The interviews were conducted one-on-one and the data was analyzed and compared to former studies. The participants were both native speakers and non- native speakers.    The findings of my study proposed that the challenges in the French univeristy classroom contain a reluctance to speak as well as a preference for written and marked exams over communication skills within the student body. An inclination to use American English was also noticed. Shame of accent but especially the group dynamic was mentioned as factors. Conversely the students showed a positive attitude and appreciation towards foreign teachers.    The study established that the participants shaped their identity through a dual process: firstly, by encouraging their students to acclimate to their teaching approach, incorporating subjects and techniques from their countries of origin, and secondly, by adapting to their student body. This adaptation involved mastering the cultural codes and adjust to the expectations of the students. Although it was noted a challenge to find a balancing act between the two cultures, it appears that the link to the country of origin was rather reinforced than replaced. In order to demonstrate an understanding of their students' circumstances, many participants downplayed their proficiency in French as a means of connecting with their students' experiences.