This narrative study examines Asian (American) educators' motivations to become teachers. Adopting tenets of the Asian Critical Theory, findings suggest that participants attribute their initial interests in teaching to their inequitable schooling experiences characterized by Asian (American) marginalization and misrepresentation. They are thus motivated to become teachers to challenge Asian (American) invisibility in educational spaces and to advance social and racial justice through teaching. Participants' teaching aspirations are also influenced by prior exposure to and engagement in teaching and related activities. Implications for teacher motivation research and recommendations for multicultural teacher recruitment and support are discussed.