The prevailing culture in UK higher education is one of evaluation and performativity (Ball 2012). This study uses an autoethnographic approach to explore how working in an evaluative culture influences the pedagogical practices of a teaching-focussed lecturer. Data were generated in the form of memory data, self-observation/reflections and professional conversations with three colleagues. Social practice theory is used as a theoretical and analytical framework. Findings suggest that overtime, my academic identity has become characterised by resistance, a desire to be creative and work with autonomy to counteract the evaluative culture of higher education. I suggest that academic identity is significant in understanding and shaping pedagogical practice in university settings.