I write this autoethnography to narrate and analyze the important episodes in my life's history, learning and teaching English in my home country and preparing teachers to work with emergent bilinguals in the United States. I frame this autoethnography within the burgeoning strand of self-studies of language teacher education and the research on the education of preservice bi/multilingual teachers. I use language ideologies as a conceptual lens in my narrative to interpret my experiences negotiating identities as a language user, teacher, and teacher educator. I hope that this autoethnographic analysis of my experiences as an early-career transnational scholar will contribute to the conceptualization of the complex processes of teacher educator identity construction and resonate with other teacher educators who serve preservice bi/multilingual teachers.