Although the role played by narratives and particularly by narratives of personal experience in the construction of identity has been widely investigated, the presence and contribution of such narratives in institutional discourse has received comparatively little attention. Our study focuses on two narratives in university lectures, which show that such narratives are a means of textually constructing not only personal but also professional identities. Analysis reveals that the professors position themselves as experts, exploiting the use of pronouns and other referring expressions in addition to self and other evaluation, in order to distance themselves from non-expert others. In doing so, they make little use of the technical terminology often found in representations of professional selves. In offsetting self-aggrandizement with self-mockery, the professors' narratives display an ideological dilemma typical of the expert in current North American culture, which involves see-sawing between expressions of expertise and equality.1