Justice-centered computing scholarship has made significant efforts in broadening the participation of underrepresented groups, particularly along the lines of race, gender, and class. However, the role of immigrant students’ national identities in these efforts have been largely ignored. In this lightning talk, we present preliminary findings from an ongoing study that explores computer science teachers’ perspectives who work in classrooms with students from diverse national identities and national cultures. The study examines how these computer science teachers understand the role of students’ national identities and national cultures within the CS classroom. Our study was guided by the following research question: how do computer science teachers understand the national identities and national cultures of their students? We focus on two findings related to CS teachers’ perceptions of their immigrant students’ national identities and national cultures. These insights provide nuanced perspectives to broadening participation efforts in computer science education.