Trans-speakerism has been proposed as an ideological lens informed by commitments to diversity, equity, and inclusion. In English as a Foreign Language (EFL) education, native proficiency holds consequential status in the academic and professional domains of the so-called “non-native” speakers’ lives, whose academic-professional qualifications, experiences, and identities are hierarchically compared to those of native speakers of English. In this chapter, trans-speakerism is conceptually employed through a case study approach to analyze the academic-professional experiences of three EFL student teachers in a language teacher education program at a Brazilian university. With a focus on professional identity construction through trans-speakerism, the findings may be conceived of in two dimensions: empowerment and tension. The first illustrates that the student teachers position themselves critically as global speakers and future teachers of EFL. The second illustrates that the student teachers’ interactions—with their students, students’ parents, and school administrators and didactic materials—devalue trans-speakerism professional identities due to the pervasiveness of native-speakerist ideologies. This chapter foregrounds the need for better academic, professional, and emotional support for EFL student teachers entering the profession.