Transresistance is a system of resistance enacted by translingual and multilingual students who capitalize on their fluid languaging within complex multilingual and multidimensional linguistic environments while using sophisticated movements across languages to resist linguistic marginalization. This presentation frames teachers’ roles in supporting this resistance and elucidates how they demonstrate their position as social justice agents when they pioneer empowering individual and collective Teacher Transresistance. In this presentation, the author discusses empirical data collected globally from teachers who serve bi- and multilingual learners, in the context of a study aimed at responding to the following questions: (1) What do teachers identify as barriers to social justice for translingual, multilingual students? (2) What recommendations do teachers offer to support the successful implementation of Transresistance? and (3) What implications do teachers associate with the adoption of Transresistance? This work is rooted in critical sociolinguistic and social justice theories. Data was collected through a 15-question questionnaire with open-ended and Likert Scale questions from teachers recruited through the snowball method and distributed via Qualtrics. Findings reveal significant insights into teachers’ perspectives on social justice barriers for bi- and multilingual students, provide operational recommendations, and a layered action-based model to operationalize Teacher Transresistance. The implications for practice and research are briefly shared. The author’s discussion focuses on their Successful Teacher Transresistance Implementation and Teacher Transresistance in Action Cyclical Logic Model of Layered Implication frameworks, which can serve as models for US multilingual education policy development, particularly in teacher education and Pre-K bilingual education programs.