The changing reality of teachers in the modern world is infused with conflicts that require significant management during the process of shapingprofessional identity. The aim of the current study is to examine the nature of the prevalent conflicts that trouble teachers in their professional identity. The research methodology was qualitative. Fifteen teachers who participated in the study were asked to describe junctions of deliberations, conflicts, or issues that concern them. Ourresults reinforce and indicate that it is imperative to understand that teachers face a myriad of intra- and inter-personal conflicts, whose complexity is heavily affected by the environment. The present study is innovative since it examines the "function" of the conflict as an essential catalyst for the processof shaping professional identity during an age in which the education system is changing.