While there is a major body of research exploring the experiences of “non-native” English speaking teachers (NNESTs) in English as an additional language (EAL) education contexts elsewhere, little research is situated in Canada. The few existing studies generally focus on racialized NNESTs (e.g., Amin, 2001; Ramjattan, 2019), while the experiences of White NNESTs remain largely unknown. As such, this presentation focuses on the narrative of a White European female NNEST working in an anglophone province of Canada. Her data was excerpted from a broader qualitative study employing surveys and semi-structured one-on-one interviews which sought to respond to the following research questions: 1. How might employment experiences in the field of English language education in Canada impact EAL teachers' professional identity negotiations? 2. What is the role, if any, of language background and/or linguistic repertoires in EAL employment experiences? Drawing upon Bourdieu's (1991) notions of power, legitimacy, and linguistic capital, as well as language ideology (Hill, 2008; Woolard, 1998) and intersectionality (Crenshaw, 1995), the presentation illustrates that while White NNESTs may not face some of the challenges commonly attributed to racialized NNESTs, they similarly struggle with issues of “illegitimacy” despite years of language teaching experience in “diverse,” “multicultural” Canada. Persistent feelings of “not being good enough” contributed to ongoing struggles negotiating EAL teacher identity as well as perceptions of greater linguistic, ethnic, and cultural identity loss. Further, while White EAL educators recognize how NNESTs may better relate to EAL students, they simultaneously grapple with how their privilege within EAL’s racialized hierarchy positions them differently than racialized NNESTs and precariously in relation to perpetuation of colonialism in/through EAL education (cf. Motha, 2020). This presentation illustrates how critical intersectional analyses of experiences of White NNESTs, in particular, can illuminate with more nuance the complex operation of race, language, and oppression in EAL education.