Over the last decades, Asian English teachers who studied in the US TESOL programs have increased significantly. Despite this boom, studies addressing how these teachers negotiating their teacher identities are rare. Early studies often analyzed Asian English teachers in terms of their lack of English performance. This book, therefore, provides dynamic views of Asian English teachers and shares their potentials as multilingual English teachers. The data for the book were drawn from 12 Asian English teachers' narratives drawn from in depth interviews, focus groups and documents. The analysis may inform the kinds of cultural, personal, and educational factors affecting the construction of second language teacher identities. The insights gleaned from the book can extend the conversations among scholars bridging Western and non-Western TESOL, and further research agendas in the area of second language teacher education. The book should be especially useful to professionals working in the area of teacher education in ESL as well as EFL contexts or second language English users who may be considering teaching and learning English in contexts different from their own.