This essay explores the role of UNESCO, the World Bank, and the US Agency for International Development as key international actors shaping teacher development in Palestine. The argument presented is that international influence, particularly through donor-funded projects, combined with limited capacity within the Ministry of Education and local universities, inhibits a comprehensive vision toward teacher education. It is argued that this narrow response to Palestinian teacher development hinders the possibilities for improving the quality of instruction for all Palestinian teachers, particularly given the absence of policy integrating and aligning reforms within a framework for large-scale improvement. This essay uses case study research with a focus on macropolicy analysis and concludes with suggestions for further development in Palestinian teacher education. (Contains 1 table and 5 footnotes.)