This study explores the labels native speaker (NS) and nonnative speaker (NNS) from the perspective of seven nonnative-English-speaking professionals in TESOL. Using data from e-mail and face-to-face interviews gathered over a 16-month period, the author delineates a number of dimensions surrounding the terms, such as precedence in learning languages, competence in the learned languages, cultural affiliation, social identities, and language environment. Participants also discussed related professional issues, such as the power relations imposed by the labels, the impact of the labels on the hiring process, and the pedagogical implications of the labels. The study calls for more case studies to thoroughly examine other common professional labels.