Considering the broad context that there is a growing number of international students seeking English teacher education in the Western TEOSL programs and the majority of them will eventually go back to their own countries to teach, these international TESOL trainees face the challenge of integrating two different language education systems. Although the social justice movements have pushed the TESOL field to be more inclusive and empowering, there still seems to be a need for more focus on how English teachers as the actors of language teaching and learning make sense of their living experiences and identity formations. Language teaching and learning should be conceptualized as a contextual-specific process shaped by both language teachers' identities and sociocultural factors. Grounded in the sociocultural framework, this study utilizes qualitative narrative inquiry to explore the experiences and identity development of US-TESOL-trained English teachers from China in terms of their language teaching and learning background, US-TESOL training as well as the knowledge transfer process from the US to China. The participants' narratives are collected through individual interviews, focus group interviews and artifacts. The findings illuminate the complexity and dynamics of language teachers' identity reconstructions in the context of international mobility. Overall, this study highlights the multidimensionality of teacher identity and motivations, the hybridity of teacher agency, transformation and growth in US-TESOL training, and the unevenness of knowledge transfer and translation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]