In this transmodal collaborative autoethnography (TCAE), we, four transnational language teachers employed at an English-medium-of-instruction university in Egypt, came together to explore how our transnational identities shape language teacher agency in our context, and how we can draw on our transnational identities to promote (collective) agency for transformation. Drawing on poststructuralist and ecological perspectives of agency and transnationality, we engaged in self-reflection, critical dialogue, narrative writing, and transmodal art to generate insights and promote transformative action. Key emerging themes revolve around how our transnational identities evolved from experiences of dislocation and struggle into sources of agency, empowerment, and transformative teaching practices, enabling us to challenge institutional pressures, create inclusive learning spaces, and foster collective agency. Through this TCAE, we gain deeper self-awareness and sense of purpose and invite other transnational educators to engage in similar work in their own contexts.