In many countries where English is taught as a second language, the majority of the language teachers are NNS (non-native speakers) of English. Little research based on the experience of NNS teachers in a Pacific Islands context seems to be available. This article explores the knowledge, beliefs, and insights of three Cook Islands teachers and the generative role that their language learning histories play in their approach and practice to English language teaching. Their own English language learning experiences (in both formal and informal contexts), as well as their community's responses to English language, have clearly affected these teachers' language teaching philosophies and practices. These findings give rise to considerations necessary when planning future initiatives aimed at improving language teacher practice.