The first section in this chapter explores the underlying history of teaching and learning about Russia in the US after World War II. Through the excavation of identities and ideologies influencing the shape of curricula and the development of area studies more broadly, the sources of coloniality and centering of white, dominant source and target cultures that have been observed in Russian language textbooks are illuminated. As such, the first part of this chapter speaks directly to the field’s calls in recent years for decolonization of curricula by virtue of exposing the politically motivated and self-preservational choice to avoid multiculturalism in curricula so as to eliminate the appearance of communist sympathy under Jim Crow and McCarthyism. The second section traces the more recent history of interventions within Slavic, East European, and Eurasian Studies (SEEES) to address issues of diversity and decolonization. Institutional efforts are discussed, alongside a more targeted case study of one scholar-teacher’s on-campus attempts at decolonization and how those efforts responded to and were affected by political and cultural movements and realities in her university context. The last section in this chapter explores the experiences of non-white, non-Slavic Russian-speaking teachers of Russian in US postsecondary institutions. Despite their enduring presence in US academia, the experiences of these individuals have largely been ignored and subsumed under the dominant category of “Russian” teachers perceived as a culturally, ethnically, and racially homogenous group. The lived experiences of interviewees underscore the profound impact of racial and ethnic difference on their personal and professional lives as Russian speakers and teachers. Their stories reveal persistent challenges of discrimination, marginalization, and lack of belonging that began in childhood and extended into their academic careers. Therefore, their narratives necessitate broader recognition and intentional integration of diverse voices in the field of Russian studies while practicing genuine inclusion, addressing systemic racism and ethnocentrism, and implementing transformational change.