Previous publications in applied linguistics concerning nonnative English speaker teachers have analyzed how native-speakerism associated ideologies engender discrimination and affect students' and teachers' sense of self-worth. This qualitative study examines how Colombian English pre-service teachers' telecollaboration with U.S. Spanish heritage language students (SHLSs) influences the Colombian future teachers' self-perceptions as (non) native speakers. This research joins the call scholars have made to expand telecollaboration into critical perspectives to challenge pervasive and harmful language beliefs and attitudes. Findings suggest that Colombian participants' cooperative relationships with U.S. peers provided them affective and knowledge-based resources to build more favorable views of themselves, attitudes to confront the detrimental effects of native-speakerism ideologies, and informed judgments to dismantle them.