This chapter explores the power dynamics that are inherent in the way teachers and learners construct their identities in multilingual TESOL classrooms. Utilizing imagined communities (Anderson, 1991) as our conceptual framework and a sociocultural perspective on identity as dynamic, reimagined, and redefined through imagined communities, we trace the identity navigations of (n:22) pre-service teachers in an English Language Teaching program in Türkiye through their language autobiographies and written reflection as identity texts (Akkerman & Meijer, 2011; Anderson, 1991; Beauchamp & Thomas, 2009; Cummins, 2006; Varghese et al., 2005). Data were analyzed in an abductive manner recursively by two pairs of authors and discussed in online meetings to maintain consensus. Findings overall indicate a shift from monolingual to multi/plurilingual identities for participants that we map on a journey of becoming. With the intention of staying true to the narratives of the participants, we organize the main theme into four sub-themes to illustrate and discuss the findings: discover, explore, embrace, and enact. The study contributes an international perspective to the field on critical and identity oriented TESOL teacher preparation.