Little international research exists on EFL (English as a Foreign Language) student teachers regarding non-normative corporalities: transgender and blind identities. Similarly, few studies in Colombia have investigated transgender/blind EFL student teachers to understand the various dimensions of their identities. This research study explores the transgender/blind identities of an EFL student teacher in Colombia. The study interpreted identity as multiple and fluid in order to understand how transgender identity serves as a lens to shape the process of becoming a teacher. Findings suggest that transgender/blind identities are molded from experiences that either modify or re-construct the self. The study revealed that the notion of gender/disability is contested when the idea of transgender/ blind works as a personal mechanism to question the existing normativity of one's own body and self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind status.