As part of a broader investigation into the experiences of women English teachers in Iran, this study delves into how their identities are shaped by English language learning and teaching experiences. Employing qualitative interviews and thematic analysis, the research reveals the significant role of immersion in the English language and exposure to international cultures on these women's self-perceptions. Despite the Iranian state's prevailing narratives opposing English learning, participants expressed empowerment and positive perceptions stemming from access to diverse knowledge sources. The findings underscore the complex interplay between language, identity, and societal factors, challenging conventional discourses. This study enriches our understanding of the experiences of women English teachers in non-Western contexts and highlights the evolving nature of women's identities, particularly amidst recent feminist uprisings in Iran. It emphasises the transformative potential of linguistic and cultural discourses in empowering marginalised groups and navigating the complexities of societal change.