Using sociocultural theory as the theoretical stance and autoethnography as the tool, this paper explores how transnational, lived experiences and political, economic policies in higher education have re/shaped a transnational intellectual's identities and mobility. Instead of simply confirming transnationals' identities are multiple, complex, and recurring during the transnational process, this paper fills a gap in the existing literature by informing that transnational identity development can be used as an analytical tool to advocate for social justice and to develop teacher education programs in different international settings. It also indicates that sustainability of the multiple identities requires critical thinking and intellectual agency. Finally, the paper proposes a conceptual framework to study transnational identities and mobility.