This critical review of empirical studies (n = 84) from 2009–2018 indicates that a growing number of studies have started to document non-native speaker teachers’ (NNSTs’) unique affordances and multilingual practices in the classroom globally, that NNSTs can develop a reactive multilingual identity in response to native-speakerism, and that learners, when engaged by researchers, do recognize the multilingual affordances of NNSTs.