This article contributes to the literature on nonnative-English-speaking (NNES) teachers by providing specific ways in which they can use their nonnative status in the classroom and in their professional work in the field of teaching English to speakers of other languages (TESOL). Drawing on the author's own experiences as an English learner, she describes some strategies that NNES teachers can use for their continued development as professionals. The strategies presented are most relevant for NNES teachers who live in places where there is a constant use of English. However, the strategies can be adapted for a variety of contexts.