This study reports findings from an interview study with eleven teacher educators from a physics teacher training program in Finland. They represented the four training environments that students encounter during their education, i.e. the Department of Physics, the Department of Mathematics and Science Education, the Department of General Pedagogy, and the Training School. Drawing on Gee’s theory of figured worlds, our analysis shows that the educators across the four training environments largely maintain the same vision of what the attributes of a “good” physics teacher are. Although working in different settings, the eleven educators appear to be working in concert, each contributing to the development of an agreed professional physics teacher identity for their trainees. The ideal physics teacher was found to be envisioned in terms of a subject expert and a research-based educationalist, whilst at the same time being psychologically fully matured and willing to develop as both a person and a teacher. We identify a number of factors in the Finnish teacher training program that are suggested to contribute to the coherence found. Some of the factors we identify are specific to the Finnish situation, such as teacher status in society, whilst others could potentially be implemented elsewhere, such as dedicated training schools and direct teacher influence in the design of the curriculum.