This narrative inquiry aims to better understand and document how a bilingual Latina preservice elementary teacher's experiences as an immigrant student and English learner (EL) inform the construction of her professional identity and practice as an English language arts (ELA) educator. Although the study participant voices a lack of confidence, she enacts sound pedagogical practices in light of generative language arts standards and recognition of her biliterate/bilingual resources. Drawing upon sociocultural literacy theory, this research challenges hegemonic narratives that position non-native speakers (NNSs) of English as linguistically deficient and offers counternarratives to ideological discourses around Standard English (SE). (Contains 3 footnotes.)