This book chapter applies critical pedagogy to explore teacher identities and practices of non-Russian teachers of Russian from (post)colonial settings who work in US college programs. Based on their personal experiences, the authors reflect on three key elements that make non-Russian teachers invisible in the field of Russian as a world language. Firstly, the chapter overviews the issues of underrepresentation of diverse and intersectional Russian-speaker identities in Russian language textbooks. Secondly, the authors critically examine the ideology of Russian native-speakerism established in the field and actively imposed on students. Lastly, the chapter discusses the reproduction of colonial patterns and other problems of Russocentrism in study abroad programs in the contemporary political context.