This study reports findings of a survey about "keigo," Japanese honorifics, and L2-Japanese speakers; survey respondents were teachers of Japanese as a foreign language (JFL). Researchers have studied "keigo" ideologies within Japanese society and documented approaches to "keigo" instruction and learners' efforts to master or resist "keigo." However, researchers have not studied teachers' beliefs about "keigo" and neither the impact of "keigo" ideologies on classroom practice nor teachers' views of students as legitimate Japanese speakers have been studied. The survey examines JFL teachers' beliefs about "keigo," approaches to teaching "keigo," and beliefs about "keigo's" relevance for L2 speakers. Conducted within a qualitative framework, analysis of thematic coding and descriptive statistics demonstrate that respondents report different standards for L2 speakers that convey implicit native-speaker bias. Findings underscore the importance of foreign language teachers reflecting on language ideologies that affect classroom practices and advocating for L2 speaker legitimacy.