Sustained academic growth of the Mexican population in the public schools of the Rio Grande Valley of Texas has precipitated a need for new and innovative ways to effectively educate English-language learners (ELLs). In place of common external factors typically used such as attendance, socioeconomic status, and test scores to address ELL's learning, this study uses the lived educational descriptions of ELL teachers, who were once ELL students, to mine for new instructional insights to promote ELL student learning. To that effect, discourse analysis was utilized to ascertain the identity(s) of ELL educators, who were once ELL students. The convergence of the N-Identity and I-Identity leads to a third, albeit just as important D-Identity that provides much needed insight for school directors, curriculum facilitators, administrators, and educators who teach ELL students every day.