Preservice native-speaking instructors of Chinese and Japanese must in a number of ways transform their thought and behavior as regards language and culture generally, and language learning and language teaching specifically. Issues typically requiring transformation include the US educational system and American classroom culture, the role of the teacher, the Act–Fact distinction, the primacy of spoken language, transcription systems, writing systems, culture, curriculum, and the concept of lifelong language learning. Activities that can serve as “disorienting dilemmas” include direct information, instructors’ language learning and study abroad experiences, and observation of and taking classes in familiar and unfamiliar languages taught by master teachers. Whether an individual instructor is willing or able to be transformed ultimately depends on the individual. However, if given the appropriate training and allowed sufficient time to reflect on their training experiences, the majority of preservice instructors are able to effect transformations in their thinking and behavior so that they are able, in turn, to transform their students.