This study explores the initial motivation and identity formation of pre-service EFL teachers through international teaching practice in Malaysia. This study adopted a qualitative research design, specifically using narrative inquiry to explore the personal teaching experiences of three participants from one of the Islamic Universities in Semarang after completing a three-week teaching practice. The research was guided by Self-Determination Theory (SDT) and Sociocultural Theory (SCT) to examine how autonomy, competence, and relatedness contribute to motivation, as well as how identity is formed through social interactions and cultural contexts. Data were collected through semi-structured interviews and analyzed thematically. The research findings revealed that initial motivation was driven by a combination of intrinsic, altruistic, and extrinsic factors, which significantly influenced the decision to pursue a career in teaching. Moreover, real classroom experiences in an intercultural context played a significant role in shaping participants' professional identities. This study emphasizes the importance of integrating international teaching experiences into teacher education programs to foster motivation and identity formation among pre-service EFL teachers.