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This study explores the professional identity perceptions of teachers responsible for instructing number concepts in the foundation phase, focusing on their roles and responsibilities within elementary mathematics education. Using qualitative methods, including interviews and observations, the research examines the multifaceted dimensions of teachers' professional identities, highlighting both positive and negative perspectives. Twelve foundation phase teachers from the Johannesburg East District were purposively selected for in-depth semi-structured interviews and observations. Thematic analysis was employed to uncover and present detailed findings. Results indicated that teachers perceive their professional identity as either positive or negative. Positive identities include viewing themselves as specialists in pedagogical content knowledge and as in loco parentis, displaying enthusiasm, self-motivation, friendliness, competence, and commitment. Negative identities involve seeing themselves primarily as administrators or social workers. The study identified a misalignment between teachers' self-perceptions and their classroom practices in teaching number concepts. Teachers' self-perception as instructors of number concepts significantly influences their teaching approaches in the foundation phase. The study suggests that investing in teacher development programs can help construct and reconstruct a positive professional identity, thereby enhancing the teaching of number concepts in the foundation phase. This research underscores the importance of aligning teachers' self-image with their pedagogical practices to foster effective mathematics education at the elementary level.