In recent years, increasing numbers of English language teachers have started to work internationally. As a result, expatriate English language teachers experience a challenging situation in which they have to adapt to a new environment which may be ethnically, linguistically and/or culturally different than theirs as well as working for reconstructing and reshaping pedagogical practices and professional identities. How expatriate English language teachers, then, accommodate their pedagogical practices and professional identities to others' linguistic and cultural diversity to become accomplished professionals becomes an enthralling issue. Therefore, the aim of this study is to offer an account of pedagogical practices and professional identity of an accomplished expatriate teacher of English as a Foreign Language (EFL). Based on deep semi-structured interviews conducted with a single participant, the findings reveal that her pedagogical practices and professional identity basically stand on three pillars: cooperation with the students, colleagues and administration; linguistically and culturally responsive teaching; and inclusive approach. They indicate that she has been affected deeply by her own as well as the other stakeholders' past and current sociocultural background in such a way that shapes her teaching and identity.