This inquiry traced the transformative journey of an uncertified ESL teacher in Taiwan who transitioned to a Virginia-certified Chinese as a Foreign Language (CFL) teacher, with the goal of establishing a stable career as a diplomatic spouse amidst frequent relocations. The study examined the inquirer's evolving professional identity as a CFL teacher through an online master's program and specialized professional coursework. This process involved constructing self-positioned identity through field texts such as photos, reflective notes, and program documents, which documented how the inquirer navigated internal and external challenges in redefining a professional teaching identity in the CFL field. Guided by Clandinin's narrative inquiry framework and Fruchter and Emery's interdisciplinary concepts, the findings of this inquiry highlight how online learning experiences and prior ESL teaching shaped the inquirer's interdisciplinary professional growth and identity transformation as a certified CFL educator. Reflective practices, institutional support, and peer connections were also essential to build confidence in adopting a new CFL teacher identity as well as in fostering a sense of belonging within online learning communities. These experiences empowered the inquirer to integrate transferable skills, adapt to diverse educational contexts, and confidently pursue new teaching opportunities globally. The findings offer valuable insights for educators undergoing similar transitions, highlighting strategies for navigating identity shifts and establishing a sense of belonging within new professional communities.

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