This chapter presents the interface between teacher educator interactional identities and three fields of inquiry: English language teacher education (ELTE), classroom interactional structure in ELTE, and English language teacher identities. In each interface, related theory is discussed to elucidate the missing foundations in relation to teacher educator interactional identities in ELTE. As a result of this elucidation, the chapter presents a researchable problem based on three lacks: how English language teachers’ established roles operate or are established throughout classroom interaction in ELTE; how the linguistic, social, and interactional components and factors of classroom interaction in ELTE are the result of English language teachers’ realization of their roles as teacher educators; and how teacher educators’ identities are constituted during classroom interaction in ELTE.