English language teachers of color from a diverse range of racial backgrounds have continually reported encountering discrimination, racism, and questions surrounding their legitimacy and expertise in teaching contexts both domestically in the U.S., and abroad (Charles, 2019; Jackson, 2016; Rivers & Ross, 2013). The continued spread of Western ideology, English as a lingua franca, and the myth of the native speaker all play a role in the racialization of language teaching (Holliday, 2006; Phillipson, 1992). As a former English as a Foreign Language (EFL) in Turkey, numerous encounters with negative racial stereotypes and prejudice compelled me to not only reflect on my own professional identity as a language educator, but also to seek out and analyze the lived experiences of others with similar backgrounds. This desire to learn from others culminates with the present study and involves the co-construction and presentation of stories from four language teachers of color who have taught English in countries across East Asia. To achieve this, I utilized a framework that connects foundational elements of sociocultural identity theory to theoretical perspectives from critical race theory. My framework allowed me to highlight each participant’s racialized experiences and shape the lenses I employed for interpreting their narratives. To effectively gather narratives revolving around sensitive topics, I relied on three one-on-one semi-structured Zoom interviews, four anonymous discussion forum responses, and a visual data item consisting of a participant created map. Audio-recorded narratives were then transcribed, coded using first (i.e., provisional, holistic, in vivo, descriptive) and second cycle (i.e., axial, pattern) coding methods, and thematically analyzed before being transformed through narrative inquiry analysis techniques. Polkinghorne’s (1995) paradigmatic mode of analysis, and narrative mode of analysis, as well as narrative smoothing (Kim, 2016) were employed to craft a thematically oriented findings section that highlights relevant strands across stories. Findings depict discriminatory practices in EFL hiring, self-efficacy issues surrounding authenticity as an L1 speaker of English, racialized interactions in EFL teaching contexts, the influence of racial identity on professional identity, an absence of racial diversity in curricular materials, and mixed feelings of support from colleagues and administrators. The implications from my findings can be directly connected to the practices and policies of teachers, teacher educators, administrators, and TESOL as a whole. I recommend teachers of color to actively work towards opposing racial stereotypes and ideologies as well as identify their own privileges that may disadvantage others. Teacher educators should prepare educators to discuss topics critical topics such as race and culture with their pre-service students. Lastly, administrators should provide current teachers of color with both agency and support (e.g., creating PLCs to engage with social justice issues) and ensure their schools promote inclusive learning and teaching environments.