This paper investigates the process of habitus change among French language teachers employed in CBSE schools in India, with a particular focus on Rajasthan. Depicting on Pierre Bourdieu’s theory of habitus, field, and capital, the study leads past static notions of identity to explore how dispositions are gradually reshaped through everyday social exchanges and cultural encounters. Using qualitative interview statistics, the analysis focusses key stages in the transformation process, incorporating break from primary habitus, hysteresis, reflexive engagement, and partial equilibrium through symbolic capital. The findings demonstrate that habitus transformation is neither straight nor complete but context-dependent and negotiated. This study contributes to sociolinguistic and educational research by foregrounding procedure-oriented habitus switch in foreign language teaching contexts. This paper examines how French teachers in Rajasthan feel and navigate habitus transformation through their career trails
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