Professional Professional identity is an important aspect of English Language Teaching (ELT) because it influences lecturers’ teaching practices, interactions with students, and professional development. Understanding students’ perspectives on English lecturers’ professional identity is important since students directly experience lecturers’ instructional practices throughout the learning process. Therefore, this study aimed to explore eighth-semester students’ perspectives on English lecturers’ professional identity in English Language Teaching. This study employed a qualitative approach using a case study design. The participants were 26 eighth-semester students of the English Education Study Program at Universitas Indo Global Mandiri, selected through purposive sampling. Data were collected using an open-ended questionnaire distributed through Google Forms and analyzed using thematic analysis. The findings revealed that students generally perceived their English lecturers as demonstrating positive professional identity across the five competencies proposed by Pennington and Richards (2016). The lecturers were perceived as demonstrating good English communication skills through the appropriate use of English and Indonesian during instruction, strong mastery of English Language Teaching knowledge, effective use of instructional resources and teaching strategies, continuous reflection and professional development, and active support for students through feedback, classroom interaction, and learning assistance. These findings indicate that students perceive professional identity not only through lecturers’ language proficiency but also through their pedagogical competence, adaptability, reflective practice, and commitment to supporting students’ learning. Overall, this study contributes to a better understanding of English lecturers’ professional identity from students’ perspectives and may serve as a reference for improving professional practices in English Language Teaching.