In this study, I analyze how 15 world language (WL) preservice and in-service teachers in the United States negotiated the concept of translanguaging in an online, asynchronous educational linguistics class. Integrating language orientations, an ecological model of language teacher agency, a critical reflection framework, and a critical translingual stance, I describe how participants imagined the role of translanguaging in the WL classroom on their own and with each other in written assignments. Findings indicate that participants' initial stances on translanguaging were dependent upon several contextual factors, including linguistic background and contact with multilingual students in their own classrooms. Meso, macro, and micro constraints of standards, ideologies, and school environments were explored, and participants' language orientations included (trans)language(ing)-as-problem, -resource, and -right. Continued exposure to translanguaging during the course led to shifts even among the more resistant participants from viewing translanguaging as a problem in the WL class to a potentially powerful resource and right. I discuss how language teacher educators can encourage this imaginative speculation, with the important caveat that truly critical, equitable, decolonially oriented translanguaging stances require extended exposure to and additional resources on the topic.