This study explores the anxieties of young Chinese language teachers in Vietnam who do not hold a degree in Chinese-related fields. It draws on self-discrepancy theory (SDT), possible selves theory (PST), and the impostor phenomenon (IP). Qualitative interviews were conducted with eight teachers, and the data were analyzed thematically. Five of the eight teachers reported pressure from external expectations. All eight reported at least one fear about the future, involving exposure of perceived professional shortcomings, artificial intelligence (AI), competition from colleagues, or social evaluation. All eight also reported at least one experience resembling IP in the form of impostor thoughts, feelings, or behaviors. These accounts do not constitute clinical diagnoses. The findings suggest that participants’ anxieties reflect an interplay of external pressure, feared possible selves, and impostor feelings. Experiences concerning AI varied: some teachers feared replacement or professional obsolescence, while others were concerned about its effects on teaching and learning. The study suggests professional development, appropriate teaching assignments, career planning, and peer support as possible responses to these anxieties.