During my incipient days as an English teacher, not only did I experience the effects of certain naïve ideologies which deem the Native Speaker as the benchmark for language teaching perse (Holliday, 2006), but I also felt that my identity was rigidly encapsulated as a so-called nonnative speaker. This professional lived experience fostered an inquisitiveness to explore whether some other English teachers in Colombia have had similar experiences and the implications for identity construction by dividing language teachers on their (non)nativeness. Beyond reproducing static and essentialist constructions that reduce language teachers’ identities (Yazan & Rudolph, 2018), the dichotomy between Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) may also foster exclusionary and subjugating practices (Kubota, 2009) in the field of English Language Teaching depending on one’s (non)nativeness. Thus, drawing on the tenets of narrative inquiry to portray the participants’ life experiences, the purpose of this qualitative research was twofold. First, it aimed at identifying the personal, academic, and professional life experiences of three Colombian English teachers vis-à-vis the NESTs/NNESTs dichotomy. And second, it intended to understand how such lived experiences in the light of the above-mentioned couplet influence their identity construction as English teachers. Results indicate that the three Colombian English teachers have implicitly or explicitly experienced the divide between NESTs and NNESTs at some point of their academic and professional trajectories. Nonetheless, each English teacher denoted different lived experiences regarding this issue and this suggests that this dichotomy does not always imply exclusionary practices as the ones that I lived. Thence, the Native Speaker also became a significant one from whom the three teachers herein could borrow certain pedagogical traits and transitioning self-perceptions which reject deficit-driven perspectives to (re)construct their own identities as English teachers.