According to Merriam-Webster dictionary, the term “Transnational” refers to “extending or going beyond national boundaries” (Merriam-Webster, n.d.). Based on the given definition, transnational music teachers in this study are teachers who cross national borders to teach music in a country different than their home country. The vast majority of them are typically international music students. They often serve as teaching assistants at universities or participate in student teaching programs at public schools, where they contribute to music education while also deepening their own expertise.Studies have highlighted the valuable contributions transnational teachers bring to students, such as the ability to empower students from diverse backgrounds, introduce alternative perspectives and approaches, and challenge preconceived assumptions (Altun, 2015; Serin, 2017). Meanwhile, researchers pointed out the common challenges faced by transnational teachers, such as cultural adjustment, unfamiliar literacy practices, and different pedagogical values (Miller, 2018). In this study, as transnational music students and educators, we used collaborative autoethnography to explore how our identities develop and shift as we transition from our home countries to the U.S. and to reflect on the challenges we’ve faced. Collaborative autoethnography allows us to write, share, and collectively analyze our personal narratives to better understand the broader sociocultural dynamics of teaching and learning across cultures (Chang, Ngunjiri, & Hernandez, 2013). We also applied Asian critical theory (AsianCrit) as a theoretical framework to develop and interpret our narratives (Iftikar & Museus, 2018).We are graduate students in music education at a private university in the U.S., originally from China and Iran. We came here to pursue graduate studies and began teaching American students in both university and community settings. Our roles have included serving as teaching assistants in music education courses and instructing children at a university-affiliated community music school. These cross-cultural teaching experiences have prompted us to revisit and reshape our teaching philosophies, pedagogical approaches, and sense of identity.This study revealed that, as transnational music educators, we have met multiple layers of challenges while transitioning into the U.S. educational context. These challenges involve cultural shock and adaptation, language barriers, contrasting educational philosophies, variations in notation systems, and distinct communication and classroom management styles. Drawing from our shared experiences, we proposed several recommendations for universities and school systems to better support transnational music educators.