This chapter explores the intricate web of native-speakerism, dissecting its conflations with race, nationality, and linguistic statuses, specifically within the context of Japan. Drawing on an exploratory study, the chapter discusses the desirable attributes that Japanese learners of English associate with their ideal English teachers. Employing both explicit and implicit survey methods, the study revealed a complex interplay of factors. While explicit inquiries showed the respondents’ preference for linguistic expertise and teaching experience over native-ness, an implicit portrait arrangement task uncovered a bias toward White teachers over those of Black and Asian descent. Additionally, the revelation of nationalities infused a clear hierarchy among and within Kachru’s three circles of English users. This chapter argues that despite the apparent shift in focus from English as a foreign language (EFL) to English as a lingua franca (ELF) in Japan’s English language teaching practices, “nuanced” native-speakerism persists. The recognition and rectification of implicit biases form crucial steps for Japanese teachers of English to become effective role models and allies in fostering their identity as global teachers of English (GTEs) and their students as global speakers of English (GSEs), thereby advancing toward a more inclusive and empowering paradigm of “trans-speakerism.”