As a community-college-based pracademic endeavoring to ‘walk the talk’, I frequently draw upon my students’ and my own multilingual and transnational identities as part of my critical pedagogy. Through my pracademic inquiries and reports, I have been proposing that in raciolinguistically superdiverse settings, so-called ‘English Learners’ can be (re)imagined from critical translingual and transnational perspectives, especially when tensions emerge from teaching a target ‘standard’ English variety while being responsive to the multilingual identities present in the classroom. In the chapter, I specifically present the case of one student, ‘Seda’, who engaged with the custom-designed, multilingually-oriented course materials to reimagine herself as both multilingual and transnational. I share insights of both Seda’s engagement with and resistance to the new identity options and approaches in my classroom, and I map her growth across the semester as her perspectives shifted and evolved to adopt complex identities and positions that more accurately reflected her own dynamic lived experiences. I also bring my insights regarding the challenges of engaging in multilingual praxis in a monolingually-oriented (English for Academic Purposes) EAP context. I share classroom activities and assessments, along with excerpts from Seda’s compositions to illustrate how she engaged and responded to the course materials, her classmates’ perspectives, and my own identity-as-pedagogy approach. I provide implications for EAP as well as teacher education pedagogies, especially in terms of offering asset-based identity constructions of both ‘ELs’ and their transnational educators that draw upon the notion of the power ‘of’ language classrooms.