Continuing growth in immigration in the U.S. and other countries worldwide means an increased number of speakers of languages other than English or other national languages in classrooms, thus raising a need for teachers prepared for linguistically diverse student populations. While recent research in teaching and teacher education has pointed to different multilingual approaches, such as translanguaging and translingual practices, their implementation is influenced by monolingual and standard language ideologies and practices in classrooms. That is, schools and teachers demand standard English or standard versions of national languages in classrooms and restrict the use of other languages known by students. With myopic understandings of multilingualism, teacher education programs negate the experiences and possibilities of transnational teachers and teacher educators. In this dissertation, I explored the narratives of five transnational Indian/Indian American teacher educators about their language backgrounds, ideologies, and multilingual experiences. The dissertation answered the following research questions: 1. What are the language and literacy histories, ideologies, and teaching experiences of transnational Indian teacher educators (including doctoral students and tenured/tenure track/non-tenure track faculty)? 2. What kind of knowledge(s), practice(s), and lived experience(s) with multilingualism guide these transnational teacher educators to engage teacher candidates in exploring complex language issues in education in the U.S.? 3. What do stories of transnational teacher educators reveal about dynamic understandings of multilingualism that could inform the field of teacher education in the U.S.? I conducted interviews with five participants who identified as Indian/Indian American and worked as teacher educators in different areas of specialization in teacher education in the U.S. Jean Clandinin's approach to narrative inquiry informed the research design and the data analysis in the study. The participants narrated their multilingual experiences while growing up in India/U.S. The findings reveal the different ways in which teacher educators have interpreted and implemented their understanding of multilingualism in their areas of specialization in teacher education. The teacher educators also revealed the emotional entanglements with their experiences with the English language and its impact on multilingual learners. The implications from the study are of value to teacher educators, school leaders, and teachers working with linguistically diverse students in K-12 educational settings. [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.]