Research in English language teaching and teacher identity has increasingly focused on understanding non-native English-speaking teachers. In addition, much of this research has been conducted in adult English as a second language (ESL) settings. Through a multiple-case qualitative study of four teachers in an underexplored research setting--that of U.S. secondary ESL programs--this study shows how the categorization of non-native English-speaking teachers is insufficient in describing these teachers' roles and practices. It shows that teachers who subscribe to a non-native English-speaking identity articulate composite multiple identifications that involve crossing linguistic, racial, and geographical boundaries and carving out personalized and institutionalized professional trajectories. Implications for this study point to the significance in taking into account and valuing the composite identities of non-native teachers, as well as examining how these identities interact with and develop in their specific classrooms and institutions in their professional development.