This autoethnography reveals the limitation of the cultural compatibility theory that emphasizes the importance of increasing the number of teachers from different racial and ethnic backgrounds. A teacher's "minority" identity or even having the same cultural background as the children does not necessarily ensure full "insider" status for teaching immigrant children. Cultural synchrony between a teacher and children does not promise the teacher's better understanding of the children. My story delivers the message that teachers should understand that their teaching practices are discursive products. It does not intend to generalize but points out the complexity in the ways that the subjectivity of a teacher working with immigrant children intersects with teaching practices.