This study investigates the ways in which healthy school initiatives shape teachers’ identities on both a professional and personal level. Using social constructionism as a research lens, and drawing on the research literature pertaining to health promotion, critical obesity and fatness discourses, body pedagogy, and the embodiment of health, teachers’ experiences working within the healthy school environments are explored. This study seeks to better understand how teachers navigate the dominant discourses of biopedagogies and how these discourses shape their professional and personal lives. Discourses of health and identity are explored through individual interviews with generalist early-years teachers in one school division in Manitoba to get a sense of how health is understood both inside and outside the classroom for today’s practicing teachers.