This research study delves into the multifaceted identities of science teachers working in bilingual schools located in Bogotá, Colombia. Recognizing the diverse ways individuals perceive reality, the concept of identities is approached with a pluralistic perspective. The research is grounded in the framework of bilingualism, and it investigates the intricate tensions that arise when teaching science within a bilingual context. Employing a poststructuralist lens and utilizing narratives as a methodological approach, this study seeks to unravel the complex process through which teachers construct their identities based on a myriad of lived experiences. Narratives are chosen as a method due to their capacity to foster deep introspection, enabling teachers to reflect on their personal journeys. Notably, this research addresses a substantial gap in the existing literature. Despite the considerable attention given to bilingual projects' success and evaluation, scant research has delved into the crucial aspect of teacher identities in bilingual educational settings. This study endeavors to fill this void and brings forth the teacher's perspective, an angle often overlooked in previous research. By shedding light on the intricate interplay between bilingualism and science education, this research contributes to a more comprehensive understanding of the holistic educational experience in bilingual contexts. The insights gained from this study not only enhance our comprehension of teacher identities but also offer valuable implications for pedagogical practices, curriculum development, and policy considerations within bilingual education.