A sizable body of literature has been established surrounding native speaker teachers versus nonnative speaker teachers of English. Presently, a paucity of research exists related to teachers working with languages other than English. In an attempt to fill this research gap, this qualitative research study presents the experiences of novice nonnative speaker teachers of Spanish. Interviews were conducted to explore the teachers' perceptions regarding their own status as nonnative speakers. The interviews revealed several themes, some of which parallel previous findings on nonnative speaker teachers of English and others that diverge; this article reports on three of these themes. A discussion about what the language education field can do to afford nonnative speaker teachers the same status as native speaker teachers concludes the article. (Contains 3 notes.)