This study examines the impact of professional practice on the development of the identity-based professional mode of performance in the Bachelor of Education in Foreign Languages (English with French). As part of the project The Professional Identity of Foreign Language Educators, it proposes a redesign of the professional practice curriculum with specific objectives across three training stages. Grounded in an integrative approach, the program culminates in a final evaluation via a comprehensive project. The methodology includes document analysis, direct observation, and interviews. Findings highlight the role of professional practice in fostering critical-reflective thinking, strengthening teaching skills, and reinforcing professional identity. Additionally, it facilitates the application of pedagogical theories in real-world contexts, bridging theory and practice. The results suggest that professional practice is fundamental to shaping well-rounded educators, consolidating a strong identity-based professional performance model essential for effective academic and professional training