Return migration from the United States to Mexico has been increasing in the last decade. Research reports that many returnees, who are English dominant, drop out of school to look for work in call centers and transnational companies (Anderson, 2015). Others pursue higher education in English-based programs such as those for becoming English language teachers (Rivas Rivas, 2013). This article explores what role language ideologies have in the decision making of three returnees to pursue a degree in English language teaching (ELT) and how such language ideologies inform the participants' bilingual identities and teaching practices. Findings suggest that while some ideologies held by participants and hiring entities in Mexico, such as linguistic imperialism and linguistic purism, give students an advantage in the workforce, they also generate a sense of otherness that can create barriers to social integration and implicit effects on how they view their language teaching capacities and practices.