Project abstract: Despite growing racial and ethnic diversity in K–12 classrooms across the United States, Asian American, Native Hawaiian, and Pacific Islander (AANHPI) teachers remain significantly underrepresented in education discourses nationwide. However, AANHPI teachers are actively speaking back to this systemic exclusion by creating and sharing personal narratives in classrooms and beyond. This project is a multiphase, mixed-methods study of AANHPI teacher experiences in digital landscapes and California public schools. The first phase engages critical media discourse analysis to explore popular AANHPI teacher-content creators’ posts on Instagram, TikTok, and YouTube. Using qualitative data coding of TikToks, Instagram Reels, and YouTube Shorts, we uncover critical narratives about the realities of #Teacherlife for AANHPI educators, including perspectives on California-specific initiatives such as the statewide movement for ethnic studies and the increased representation of AANHPI voices in curriculum and instruction. The second phase utilizes interviews to document AANHPI teacher-content creators’ interactions with students and examine how these interactions shape these teachers’ digital narratives as well as their roles and responsibilities as educational architects, policy advocates and implementers, and changemakers. Through this project, we connect research, practice, and policy across in-person and online learning environments, and we participate in a collaborative process of shared sense-making around the use of social media as an educational tool for public resistance, advocacy, and digital storytelling among AANHPI teachers.