This research examines the dominant language constellations (DLC) of multilingual, immigrant teacher trainees in Israel. The seven participants in this study from the Former Soviet Union (FSU) have resided in Israel for 2-4 years. This qualitative research, conducted through a narrative method, reveals that while they possess different language repertoires (i.e., Russian, Ukrainian, English), all share a need to master the Hebrew language. This research examines how their competency in English facilitates social, academic, professional and personal assimilation, enabling their transition to Israeli society. This research reveals that unlike monolingual immigrants from the FSU, these participants have affordances at their disposal, based on their competency in English that allow them to negotiate their acculturation and assimilation processes, at least initially. Eventually, it is through Hebrew that their new identity is formed, and their DLCs are reconfigurated, and they move away from English towards Hebrew. The findings of this research have implications for the training of immigrant teachers, for immigrants in general, and for multilingualism in Israel. This research also provides additional insight into scholarly research on DLCs, their dynamic and flexible nature, and how they evolve within individuals in constitution and how they are reconfigured according to a person's environment, needs and attitude. [For the complete volume, "Dominant Language Constellations Approach in Education and Language Acquisition. Educational Linguistics. Volume 51," see ED660754.]