Recent scholarship has elevated the issue of race, transcending the native/non-native speaker dichotomy to challenge the deficit perspective regarding language-minoritized students. Anti-racist pedagogy is not just for our students but also for teachers who should be empowered to exercise agency to empower students. Among the approaches to the complex, dynamic, and multifaceted construct of teacher agency, teachers’ beliefs and knowledge have often been conceptualized based on social cognitive theory, which emphasizes agentive self-regulation and self-efficacy, pointing to the need for examining the racialization of teacher agency. This study explores, from a trans-perspective of agency, how language teacher agency is shaped by the raciolinguistic beliefs and understanding of three international Asian English teachers. Using a raciolinguistic perspective, this study contributes to an understanding of the broader societal discourses that shape teacher agency and calls for decentering the Western-centric racial conceptualization. It concludes with actionable plans based on an adapted teacher agency framework and relational accountability.