This entry focuses specifically on issues of gender for language teachers from diverse contexts. First, the impetus for championing the “non” in non‐native English‐speaking teachers (NNESTs) is discussed, before moving on to a brief historical overview of the scholarship on NNESTs. With the long‐standing notion of teaching being perceived as gendered work, the scholarship focusing on gender is examined, especially those studies that explicate the intersection of gender and NNESTs. While the scholarship reviewed in this entry is limited in scope, there is much insight gained from the experiences of women teachers from diverse contexts. This entry concludes with a discussion of the pedagogical implications that can be modified and implemented throughout a variety of educational spaces.