Current research shows the importance of teacher identity in understanding the educational process. The aim of our study is to describe the collective identity of teachers in a selected private school. We chose a narrative approach based on an analysis of five in-depth interviews with teachers. The results of this research show five collective teacher identity levels, each of which in some way delimits its relation to mainstream education. The formation and legitimation mechanisms of these identities within the teacher group are also described. The research contributes to the understanding of teachers and private schools, which are discussed not only in terms of social justice but also in terms of change of the whole educational system.