Over the last three decades, research has centred the attention on discrimination within TESOL motivated by issues concerning the distinction between native- and non-native English speaking teachers. However, based upon the authors' experience as English as a Foreign Language (EFL) teachers and researchers, it is claimed that discrimination in this field is not restricted to acts related to nativeness; their range is far more extensive. In order to show this, the present study set out to investigate the range of discriminatory acts that EFL teachers have experienced. By drawing on data collected through online questionnaires, the findings suggest that a high number of Mexican teachers in the field of TESOL have faced a wide range of discriminatory acts, which are profession-related, physical, and linguistic in nature. The findings also suggest that these perceived discriminatory acts impact in complex ways, from no effects, frustration, demotivation, low self-esteem, to positive effects. This study raises intriguing questions as to the effectiveness of movements and position statements to encourage discrimination-free practices within TESOL, and highlights the need to raise awareness amongst the whole educational community, involving administrators, teachers, learners, and parents, to eradicate these discriminatory acts.