Transnational educators can be a tremendous resource for bi/multilingual students, but teacher preparation has not adequately supported their pedagogical development for teaching writing to bi/multilinguals in U.S. contexts. Using three cases from a qualitative self-study, we explore the narratives of three transnational teachers in a biliteracy development course and how a transliteracy practice shaped their understanding of language-focused writing pedagogy. Transliteracy is an innovative approach that applies a bilingual lens to student observation, teaching, and reflection. Data included coursework and interviews and were analyzed iteratively. Findings reveal that participants developed knowledge of language as a system, language as practice, and language as identity; the integration of this knowledge supported strength-based, language-focused pedagogy. Approaches that develop understanding of language through practice, like transliteracy, respond to a call to prepare educators with robust pedagogies that debunk deficit norms, embrace bi/multilingualism, and can support transnational teachers in their transition to teaching in the United States.