Project abstract: Despite the growing history of Asian American and Native Hawaiian and Pacific Islander (NHPI) teachers in the U.S., their perspectives and experiences as K–12 educators are underrepresented in mainstream research (Kim & Cooc, 2020; Shotton et al., 2012). Moreover, there are significant educational disparities within and between both communities, leading NHPI scholars to call for critical analyses of resonance and dissonance (Salis Reyes, 2016) between Asian Americans and NHPIs. This paper applies a critical race theory (CRT) in education framework (Delgado & Stefancic, 2017) and an NHPI worldview of the ocean in all of us put forth by Epeli Hauʻofa (1998) to design an anti-colonial literature review of Asian American and NHPI K–12 teachers’ experiences with race and racism in U.S. schools. Specifically, we show how the expansion of the “Pacific Islander” racial category into eight ethnic subgroups and the inclusion of doctoral dissertations as credible wisdom significantly expanded our data corpus from 77 before disaggregation and inclusion to 173 academic sources. By analyzing whose perspectives and voices inform Asian American and NHPI teacher literature, how those perspectives are gathered, analyzed, and disseminated, and what these perspectives reveal about the state of Asian American and NHPI teachers in the U.S. context, we contend that our review methodology intervenes on settler colonial attempts to minimize and replace NHPI perspectives by offering an alternative set of decisions that scholars can take up in their own work with Asian American and NHPI communities.