This chapter employs the lens of trans-speakerism in examining my own experiences as a global speaker and teacher of English (GSE/GTE) in the Philippines. By using auto-ethnographic principles and presenting case studies, I uncover how linguistic diversity may be welcomed; how linguistic equity may be advocated; and how linguistic identity may be formed in English language teaching (ELT) from the standpoint of trans-speakerism. This work traces my journey from being an insecure language learner who attempted to master American English to becoming a confident language teacher who has embraced her identity as a Kapampangan-Tagalog-English speaker. It describes how my ELT experiences show the insights I have gained from my students representing varied cultural backgrounds. Furthermore, it unveils the stories of Filipino teachers whose ELT practices were transformed by the constructs they learned from their masteral and doctorate courses. The findings suggest that teachers who have been educated in notions that support inclusivity are more inclined to adjust their pedagogical practices to uphold it. Moreover, it offers specific tenets that may be followed in laying the groundwork for trans-speakerism in ELT. Stakeholders including administrators and policymakers also need to be involved in fostering “diversity, equity, and inclusion,” the main components of trans-speakerism.