Amid the rapid rise in education mobility and globalization in language education during the twenty-first century, there is a notable dearth of research exploring the intricate experience of international students who return to their home countries after completing language education degrees abroad. In their host countries, the international TESOL students contribute invaluable cultural, linguistic, and academic perspectives, as well as financial resources to university campuses and the societies. Returning home, they become language educators who introduce diverse pedagogies and educational ideologies, and more importantly a global perspective to their students, ultimately shaping the future generations and society as a whole. However, research on the career outcomes of returning TESOL graduates remains sparse, leaving much unknown about their post-graduation professional journey. This chapter first presents an overview and synthesis of current knowledge on the post-graduation experience of international TESOL professionals. It then examines the multifaceted challenges that TESOL graduates face upon returning to China, arising from discriminatory employment practices and cultural biases, which profoundly impacted their employment and career trajectories. By shedding light on the underrecognized discriminatory condition in Chinese labor market, this chapter aims to deepen the understanding of TESOL returnees’ professional lives within the global sociocultural context.