Training as an English teacher in an Indigenous context, where the person's worldview differs in its totality in relation to the new language to be learned, is difficult. However, it is even more complicated when this situation is added to the fact that the person being trained is a woman. This research tells the story of a Saraguro (An indigenous town in Ecuador) Indigenous woman's journey towards her education as an English teacher. The objective of this study was to examine how cultural, socioeconomic, and ethnic affiliations affect the academic and professional development of indigenous women who are English teachers. A case study with a qualitative approach was used, conceptualizing the data through in-depth interviews with the participant, with the purpose of examining education as a Saraguro indigenous woman. The results of this research demonstrated the challenges of studying and teaching a new language while defending her cultural identity and native language (KICHWA). Each of the experiences narrated by our participant has shown how resilience, and both personal and academic support have helped her in overcoming the obstacles in her path. Despite all the challenges associated with her economic and social situation, the participant manifested a significant determination to use her cultural identity as a source of inspiration and tenacity. Her family's and teachers' encouragement and support enabled her to achieve her goal of becoming an English teacher. Additionally, the participant highlighted the importance of a modification in the educational system to make it more inclusive, especially with the indigenous communities. In conclusion, this research aims to demonstrate that while the cultural identity of each community can present barriers and challenges, it can also serve as a tool for empowerment.

Keywords: Teacher training, Cultural identity, Indigenous teachers.