In this paper, we share the narratives of three aspiring bilingual educators -- Delia, Nicole, and Jay -- as they experience a study abroad program in Antigua, Guatemala. Drawing on theories of nepalnta and conocimiento, we utilize narrative inquiry to demonstrate how these pre-service bilingual teachers from Texas negotiated their linguistic and cultural subjectivities in a six-week study-abroad program. Participant observations, pre- and post-interviews, and their class assignments and reflections tell a story of language negotiation in which the pre-service teachers began to think critically about their subjectivities and ideologies as racialized transnational, bilingual speakers. The Guatemalan context mediated this negotiation, which juxtaposed the everyday material realities of Spanish colonial language inequities with U.S. neocolonial and imperial legacies. In other words, Delia, Nicole, and Jay grappled with how their schooling and upbringing in the U.S.--and across borders -- had fashioned language subjectivities and ideologies that were in constant flux. We demonstrate that study abroad programs focused on the critical examination of languaging in schools compel reflexivity regarding one's linguistic and ethnic/national subjectivities. Furthermore, we contend that exposure to other colonial legacies, as in Guatemala, unsettles pervasive discourses regarding the purity, privileging, and racialization of national languages.