U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremacy. Next, she relates her own immigrant counternarrative to expose masternarratives that operate against immigrants. By sharing her journey toward understanding imperialism and her own positionality, she also contributes an immigrant perspective to the field. Third, the author introduces the concept of "imperial privilege," inviting the field to recognize and challenge masternarratives. The author concludes by inviting readers to historicize U.S. imperialism in their research and practice, and thus embrace more humanizing narratives. While the argument focuses on the United States, it also applies broadly to other high-income imperialist countries.