This book chapter explores, and the counter-stories found in their experiences related to dominant narratives. The dominant narrative in this study refers to the stereotypes about instructors who speak English as an additional language and have international credentials and experiences. These stereotypes relate to false beliefs about instructors’ language and teaching competence due to age, gender, religion, and country of origin. A qualitative method utilizing journal reflections and interviews was used to explore instructors’ and program administrators’ stories in higher education. The findings underline the changes and challenges that the instructors face in the job market (low wages, degree inflation, job precarity, etc.) crystallizing how they counteract the dominant narrative and highlighting the discriminatory actions against instructors and the support offered by program administrators.