This study explores the dynamic and multifaceted realm of professional teacher identities and agency among six non-native, non-Japanese English speaker teachers within the context of Japanese higher education. Employing a multi-case study approach framed by a post-structuralist perspective, the research unfolds the narratives of these educators through individual interviews. A central focus of this investigation is the manner in which these educators actively promote trans-speakerism within their classroom and institutional settings. By examining their pedagogical practices, communication strategies, and collaborative efforts, the study aims to uncover the tangible steps they take to foster a more inclusive and diverse linguistic environment. It explores how these teachers construct meaning from their experiences, encompassing interactions with students, fellow educators, and university administrators. It explores the intricate interplay between their professional, cultural, and individual identities, offering insights into the dynamic process of identity negotiation in the realm of English language instruction in Japan’s higher education landscape. Ultimately, this research contributes to a deeper understanding of how non-native English speaker teachers navigate and transform the educational landscape, offering valuable implications for language education and teacher development in Japan.