This article reports the results of a qualitative study which explores the personal and professional identities construction journey of a migrant teacher of English as a second/additional language from Hong Kong, following her arrival in the United Kingdom. Grounded in a theory of language teacher identities and drawing upon Mikhail Bakhtin's theory of dialogue, the study uses narrative methods of inquiry to understand this migrant teacher's identities construction experiences. Findings suggest that a series of discursive struggles construct the meaning of the identity 'migrant teacher' and that these struggles manifest in multiple professional identities construction dilemmas for the teacher. The results contest the deficit positioning of migrant teachers, demonstrating how discursive forces can be marshalled in ways that create new and possibly hitherto unconsidered opportunities for their professional identities construction. Implications for policy makers, school leaders, and other teachers wishing to support migrant teachers are discussed and suggestions for future research considered.