Currently, there is limited research examining the barriers that immigrant professionals experience when becoming a bilingual teacher in the United States. This study examines the trajectory of a Mexican national, trained as a teacher in his home country, who became a bilingual dual-language educator in a Central Texas school district. Drawing on a critical pedagogy framework and a series of narrative life history interviews, we explore how this teacher's personal and professional experiences in Mexico and then in the United States--particularly in the professional communities of a master's degree program and a language revitalization Saturday school--helped him (co)construct a strong cultural and linguistic identity. We track how these experiences further impacted his desire to expand his sphere of influence and work toward transformative change for fellow teachers. We conclude with implications for teaching, leadership, identity construction, and teacher preparation.