The exploration of international bilingual teachers’ experiences and perspectives within the United States remains relatively sparse in existing literature despite their growing demand on a global scale. This article narrates the stories of four Chinese international bilingual teachers working in a U.S. dual language immersion school to illustrate their racialized and marginalized experiences and the possibilities for transformative agency. Interview data is analyzed by theoretically engaging within an Asian Critical Theory (AsianCrit) framework. The study findings reveal that linguistic discrimination has led to the de-professionalization of Chinese international bilingual teachers, leaving them in under-resourced and marginalized positions. They also must navigate nativistic racism, evident in restrictive work visa regulations and intricate dynamics of race relations. These teachers strategically enacted agency in subtle ways without openly countering dominant discourses and discrimination at the school. The findings underscore the necessity for tailored programs aimed at addressing the unique needs of international bilingual teachers in both teacher education and ongoing professional development.