In this introduction, we acknowledge our shared concern about the decolonizationdecolonization of language teacher educationlanguage teacher education (LTELTE), which motivated the genesis of this book. We perceive this challenge as significant despite the decolonial turndecolonial turn noted in this field. With a diversity of prospective readers in mind, we describe the process of decolonization of LTE as an intentional and ongoing effort of resistance, reframing, and delinking from the perils of both colonization and the coloniality of thought. Thus, to advance a decolonial agendadecolonial agenda, we invite others to lead in this effort inspired by the innovative work we showcase, enacted by applied linguists at various stages of their professional journeys. Their voices are from the Global NorthGlobal North and the Global SouthGlobal South. Their contributions serve to advocate, illustrate, showcase, problematize, and identify strategic directions for further work that can lead to a more socially just world. In this introduction, we also convey the plan for this book, organized around three main sections, followed by an afterword: (1) challenges; (2) programs; and (3) strategies for a decolonial agenda in LTE. Finally, we situate this book relative to our own ontological experiences, by sharing our respective positionalities, acknowledging privileges and biases, as our contributors have done.