The current study longitudinally investigated the relationships between Korean tertiary-level students' English names adopted and used at their teacher's request, and native speakerism, identity, and emotions. Thirteen graduate students enrolled in an English-medium course and their Korean teacher participated in the study. The research instruments included classroom observations, reflective journal writing, and in-depth, semi-structured interviews. The results indicated that the English names bore, in complicated and changing ways, on the identities and emotions of the students and teacher. Native speakerism was found to be constantly supported by all the students, regardless of their attitudes and perceptions toward English names, and the teacher.