This study examines the ways in which accounting students re(construct) their identities in a transnational education (TNE) environment when taught by visiting academics from another culture. Using focus groups with TNE accounting students and classroom observation, our findings show that TNE students' identities are forged through a continual dialogic process of negotiation and mediation between previous and current pedagogical practices, their own and other individuals' cultural values and assumptions, institutional expectations, and their pre-professional identities as accountants. We also highlight that culture, and the influence it exerts on students, is dynamic and cannot be overly generalised. Our findings also have important implications for the design and delivery of domestic accounting programmes with large international cohorts.