In the last few decades, it has been documented that the field of TESOL is filled with discriminatory practices that affect professionals who dedicate their lives, time and academic backgrounds to teaching English as a foreign language. Previous research evidence has shown that these practices are mostly initiated by issues concerning the language status of these professionals, (i.e., native-versus non-native English-speaking teachers). However, based upon our experience as English as a foreign language (EFL) teachers in Mexico, our argument is that discrimination in the field of TESOL is far more complex than just a distinction between native-versus non-native English teachers. To show this, the present article draws on extensive data collected through an online questionnaire administered to 78 EFL teachers working in Mexico regarding their perceived discriminatory acts that they felt they had experienced in their careers. The evidence shows that discrimination in the TESOL field is due to a wide range of discriminatory acts. Results of this research study show that discrimination is still alive, despite the fact that there are a number of position statements in TESOL that promote the idea of diversity of languages and peoples' backgrounds.