This chapter explores the dynamics of diversity and inclusion within transnational English language teaching spaces, describing the contradictions and challenges experienced by ‘non-native’ expatriate teachers. Despite the increasing need for educators equipped to teach diverse student populations, international professional environments frequently prioritise marketMarket appeal over genuine inclusivity, often favouring teachers who embody the stereotypical ‘native’ speaker image. This preference marginalises ‘non-native’ teachers, undermining institutional diversity claims. Drawing from a larger study on expatriate teachers, the chapter reveals how educators navigate pressures to conform to normative expectations. By employing Bourdieu’s space theory, the research analyses professional fragmentation and power dynamics. The findings suggest a need to critically reassess current approaches to diversity, pressing for systemic changes in hiring practices and professional acknowledgement to cultivate authentic inclusivity in the globalised educational landscape.