This study uses narrative research to explore how seven university female teachers view the existence and practice of a feminist teacher and her achievements. How does “being a feminist teacher” significantly affect practice, and what kind of thought processes are involved? How do they view the action of feminist teaching? The study finds that feminisms enlighten the consciousness of female teachers, and feminist pedagogies become the main belief for their teaching practices. In the process of becoming a feminist teacher, however, the dual position of be a realistic teacher and reformer, in addition to the campus organizational structure and the power limits makes their feminist teaching suffer setbacks, even weaken their identities. Feminist pedagogies are the key to light up those feminist teachers’ academic and teaching practices, but they also serve as “the regime of truth” to limit feminist teachers. This study explores the experiences and difficulties of feminist teachers in feminist consciousness, identities, and practices, and the connections between those experiences and actual teaching practices. These findings help us understand the problems in the teaching worlds of feminist teachers, and reveal the source of oppression to help create a new realm of liberation in education and practice.