Situating NYC's Asian American and Pacific Islander (AAPI) history curriculum initiative as part of the nationwide movement for K-12 ethnic studies, this article aims to explore perspectives and experiences of six Asian American and migrant elementary teachers regarding the new AAPI history curriculum initiative in NYC. Teachers' stories, critiques, and proposals for change focused on (1) enhancing teacher education in ethnic studies pedagogy and curriculum; (2) inclusive and community-led process of ethnic studies curriculum development; (3) utilizing multimodal and local community-relevant resources; and (4) centering ethnic communities' resistance and agency as well as power and oppression in the curriculum. By delving into the teachers' experiences, hopes, and insights regarding the AAPI history curriculum implementation, this article adds to the literature on the current and future praxis of ethnic studies in K-12 education and teacher education.