The purpose of this study is to explore the identity that teaching artists construct as they experience arts and culture education. Through the life history research method, I looked in depth at the present lives of eight visual arts major research participants from their childhood to the present day as teaching artists and how the art educational experiences permeate the artists’ lives and construct their identities. First, while un-derstanding the overall life process of teaching artists, I looked into the main background of working as artists and teaching artists. Next, the period when research participants took the role of teaching artists can be described in four categories: art class process, experiences with fellow teaching artists, experi-ences with class participants, and difficulties and conflict situations in art education activities. Based on the analysis of the data, four main meanings were derived: 'a prop for artists to work as artists', 'a coor-dinate to confirm identity', 'a channel to communicate with society', and 'social contribution through art education'. The significance of this study is that it examines the process of identity construction from the perspectives of the teaching artists based on the life histories of the research participants, further expand-ing the identity discussion of the teaching artists and using it as a basis for understanding teaching artists in Korea.