The internationalization of education tends to be associated with the integration of international perspectives, experiences, and opportunities into the education system. In the context of additional language (L2) education, internationalization through integration contributes to pluralizing and diversifying instruction in order to not only enhance teachers’ and students’ experiences but also potentially confront ideologies that operate in L2 education at a structural level. To this end, transnational language teachers play an important role in the process of internationalization as transnational lived experience is recognized as pedagogy. Through group interviews, this chapter examines the experiences of Ukrainian students of a refugee background learning Icelandic in Iceland. Our analysis illustrates ways in which learning from local and transnational teachers differed in relation to realizing some of the goals of (critical) internationalization and language education. When learning from transnational teachers, the refugee students felt a much greater sense of social inclusion based on the shared lived experience of movement. Additionally, the students experienced better language learning due to the epistemological connections fostered by the transnational teachers’ plurilingualism. Drawing on the students’ criticism of native speakerism and preference for plurilingualism, this chapter offers insight into the importance of transnational language teachers in internationalized L2 education.