Much research shows that regardless of where teachers are trained, there is the disjuncture between training and practice. As a result, teachers reject new approaches because they are not aligned to contexts in which they eventually find themselves. This research, however, shines a light on the efforts of Chinese English language teachers in Yunnan Province to make the connection between new and external approaches into their classrooms. Findings demonstrate that the teachers' interpretation and glocalization decision-making is based on whether it empowers teachers (e.g. strengthens teachers' professional position); empowers their teaching (e.g. improves their course design); engenders critical thinking (e.g. helps teachers to critically evaluate practice); enables appropriation and transformation (e.g. provides room for teachers to incorporate local practices). The findings result in the development of the "Critical Glocalization Teaching Framework" to help teachers to critically reflect on the utility of their teacher training experiences in light of their immediate teaching contexts. While the specifics of the teachers' contexts in the study differ from that of teachers' elsewhere, the outcomes of the research reflect not only many issues shared by but also the teacher agency of English-as-a-Second/Foreign language teachers across the board.