This study examines the impact of a translanguaging-driven in-service training on English as a Foreign Language (EFL) teachers' professional identity re-construction. Grounded in complexity theory, the study is based on pre-, while-and post-training interviews with twelve teachers, their reflective journals, online discussions on LMS CANVAS, video-enhanced observations and the trainer first author's reflective jour-nals. The data sets were analysed adopting grounded theory to induce emerging identities. It was found that each participating teacher developed one of three new identities: a) Translanguaging-Romanticised User, b) Translanguaging-Aware User, and c) Translanguaging-Inspired User. Implications for in-service teacher training are discussed.,(c) 2022 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )