Power dynamics and soft forms of linguistic discrimination underlie TESOL classrooms, as reflected in the systemic marginalization of “non-standard” world English (WE) varieties that form part of many English learners’ linguistic repertoire. In response to this problem, the study introduces a Critical World Englishes-informed Pedagogy (CWIP) in an undergraduate course in an applied English linguistics program at a Hong Kong university. Our approach specifically involves various pedagogical tools and tasks designed to empower learners to invest in their identities as legitimate users of Hong Kong English (HKE) and other WE varieties. The pedagogy actively encourages learners to question colonial English ideologies, equips them with knowledge about WE, and fosters a critical examination of their perceptions and attitudes toward WE varieties—an approach that emphasizes multilingualism, cultural diversity, and multifaceted identities. Through an examination of a wide range of course artefacts and teacher-learner data through the lenses of positionality, voice, and authority under the decolonial framework of power transformation (Dei, 2019), our findings provide insights into the transformative impact of CWIP on power dynamics within TESOL classrooms. The findings reveal that CWIP effectively facilitates learners’ engagement with WE practices and contributes to the ongoing decolonization of educational practices in the region. Overall, this study highlights the need for critical, decolonizing pedagogy in TESOL—a pedagogy that values the richness of linguistic diversity and challenges traditional but insidious power structures in language education.