Anchored in interpretivist and constructivist paradigms, this retrospective autobiographical narrative study seeks to explore my experience in an international teaching practicum (ITP) program and how this school placement (re)constructs my personal and professional identity development. In this regard, my teaching journey was socioculturally and socio-institutionally modulated. In this retrospective autobiographical narrative study, I would like to elucidate my six-week international practicum experience in the (re)construction of my personal and professional identities. My narrative data include daily teaching journal entries, self-reflective journals/diaries, video-voice, photovoice, memoir (memory), and poems. These data were qualitatively analyzed using interpretative phenomenological analysis (IPA) and critical discourse analysis (CDA). In this mixed methods analysis, all the data were examined using emotional geography (EG), relational turning point events (RTPEs), and poststructuralist identity theories. To strengthen the results of the analysis, I as a researcher also use the Martin and White (2005) language assessment method, which is based on five parameters. The present study attempts to showcase how a lived experience of an international teaching program can fully be captured through retrospective autobiographical narrative research.