Along with a global mobility of NNESTs around the world (Canagarajah, 1999), there has been an expanding population of NNEST trainees in the U.S. higher education institutions (Park, 2012). This brought an assumption that there will be an increasing number of international college composition teachers in the U.S. college contexts (Ruecker et al., 2018). Although teacher identities have long been studied in teacher education and language teacher identity literature (Varghese et al., 2016), research on writing teacher identities is still understudied. Particularly, research paucity was identified in the relationships between international college composition teachers' identities and their pedagogical approaches. This dissertation investigated three international composition teachers by adopting qualitative research methods. The results indicated that (1) the international composition teachers in this study showed less pedagogical transfers from their past knowledge and experiences as learners and teachers of language/writing; (2) their constructions of teacher identities and pedagogical approaches mainly attributed to their learning outcomes in the doctoral program; and (3) all the international composition teachers in this study constructed unique teacher identities, selectively adapting their diverse backgrounds, knowledge, and experiences. Drawing on these findings, this dissertation offered a few suggestions for international composition teachers, writing teacher educators, and writing program directors, mainly focusing on how teachers are encouraged to be aware of their identities, which can be adapted as a valuable pedagogical resource. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]