The purpose of this Action Research study was to examine the phenomenon of "having an accent" in the workplace as a Teaching English as a Second or Other Language (TESOL) teacher. The phenomenon was examined among the members of an educational organization located in the U.S. that offers professional learning and networking for language educators who work at various institutions. The study consisted of two cycles of inquiry. In the first cycle, the participants consisted of eight interviewees, two critical legal scholars, and a first-generation, former international student and former international students' recruiter. Additionally, another five site members took a qualitative survey, and a friend outside academia was consulted to elicit plain English terminology to describe the phenomenon. In the second cycle of inquiry, eight participants engaged with online modules created in a virtual third space to raise self-awareness and begin conversations and advocacy about the phenomenon. Seven out of the eight participants were members at the site, and two were returning participants from Cycle 1. In Cycle 1, publicly available reports and two fora were consulted for triangulation purposes. The action step included the creation of five online modules, semi-structured interviews, and a Zoom meeting for synchronous interaction, which were designed, implemented, and evaluated in Cycle 2. Findings and implications for the organization showed that the online modules were effective in generating self-reflection and self-awareness. Knowledge generated is expected to potentially inform several areas of educational practice including professional learning, curriculum development, and advocacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]