Using a theoretical framework provided by critical educational and postcolonial scholars, this article presents critical ethnographic research documenting the perspectives of various stakeholders involved in the process of immigrant teacher integration in the province of Manitoba. The author problematizes the assumption that successful integration is solely the responsibility of individual immigrants, and highlights the systemic discrimination that presents a major obstacle to immigrant teachers' inclusion in kindergarten through Grade-12 education systems. Findings suggest the need for systemic advocacy to challenge the myriad ways in which immigrant teachers' differences are constructed as deficiencies in schools and faculties of education. (Contains 2 tables and 3 footnotes.)