This study uses critical race theory as a lens and narrative inquiry as a methodological tool to examine how the term native English speaker (NES) is socially constructed when subscribed to two Black teachers of English (BTE) working in South Korea's secondary educational system. In addition to examining how these two BTEs interpret themselves as NESs, this study analyzes how being a NES influences pedagogical approaches in the classroom and their identity as an English language teaching (ELT) professional. Data from this study are taken from a larger research project comprising five participants' ELT experiences as a NES in South Korea. Data collection consists of a questionnaire survey and Skype interviews as a means of reporting how these teachers construct their identities. Research shows participants navigating constructs of privilege and marginalization as a NES and ELT professional. Participants reported being cultural ambassadors of not only the English language but also their racial and ethnic background as Black Americans. Participants, also, attributed their identities as a NES and ELT professional to their ability to connect with the students, establish rapport, exchange cultural knowledge, and overall engage and educate students about cultures comprising the English language.