<p>This autoethnographic research article explores the author’s journey from a student from a Culturally and Linguistically Diverse (CALD) background to a teacher from a CALD background and then a researcher from a CALD background. The autoethnography unfolds in three interconnected stages, analysed through the lens of Boundary Crossing Theory, which highlights the learning and identity formation that occur when individuals move across diverse educational and professional contexts. I focused on the motivations that led me to pursue teaching and later academic research, shaped by my upbringing in China, family values, and experiences in Australian education. The findings illuminate the complexity of individuals’ transitions, offering critical insights into cultural identity, educational engagement, and the broader field of English as a Second Language (ESL) education. The study underscores the unique strengths that teachers from CALD backgrounds bring to classrooms and their potential to contribute to more inclusive and culturally responsive educational environments. Implications extend to teacher education programmes, curriculum development, and broader conversations around diversity and belonging in education. </p>